A Comparative Study of the Impact of Self- Assessment versusTeacher-Assessment on Improving Writing Skill of Iranian EFLLearners in Online Learning

This study investigated the impact of self- assessment versus teacher-assessment on improving writing skill ofIranian EFL learners in online learning context. It was based on mixed-method design to explore the efficiencyof one type of alternative assessment in boosting language performance. To this end, ۴۰ Iranian languagelearners participated in the present study. The participants were advanced students of two intact classes in anIranian online language center. Then, the two classes were randomly assigned to one experimental groups(N=۱۹) and one control group (N=۲۱). The classes were randomly chosen to be studied as self-, and teacherassessmentgroups. To answer the research questions, a mixed design ANOVA with one within-subject variable(writing performance), one between-subject variable (group), and pre-test scores were launched. According tothe results, although the two groups showed significant gains from pre-test scores to post-test scores, the selfassessmentgroup in both ratings obtained higher post-test scores compared to teacher- assessment group. Theresults of the study also revealed that self-assessment processes in the light of the teacher’s guidance led to theirimprovement in writing. And, it is concluded that self-assessment as an assessment method is more effectiveinstructional technique and a more useful evaluation instrument than teacher-assessment one. Finally, the studypresents some fruitful pedagogical implications for teachers and assessors and paves ways for future research oncircumventing challenging issues in such courses.

کلیدواژه ها:

Assessment ، Online assessment ، Self-assessment ، Teacher-assessment ، Writingassessment