Self-, Peer-, and Teacher-Assessments in Writing Improvement: A Study of Complexity, Accuracy, and Fluency

Alternative assessment approaches and, among them, self-assessment and peer-assessment are becoming increasingly important in educational contexts. Designed to compare self-assessment, peer-assessment, and teacher-assessment, this study included ۹۰ EFL students from ۳ intact classes divided into ۳ groups: self-assessment, peer-assessment, and teacher-assessment. After taking the TOEFL Proficiency Test (۲۰۰۴) and a writing pretest asking the participants to write a ۱۵۰-word paragraph, the participants were trained upon the writing complexity, accuracy, and fluency (CAF) scale of Wolfe-Quintero et al. (۱۹۹۸). Before sitting the ۲ posttests requiring the participants to write a ۱۵۰-word paragraph, the self-assessment and peer-assessment groups assessed their own and peers’ writings, respectively, whereas the third group had their teacher assess their writings. Results of one-way ANOVA demonstrated that teacher-assessment was not as effective as self-assessment and peer-assessment in terms of enhancing their writing proficiency. Results have important implications for educational organizations and curriculum designers who look for the most appropriate methods of teaching and testing.

کلیدواژه ها:

Self-Assessment ، Peer-Assessment ، Teacher-Assessment ، Complexity ، Accuracy ، Fluency (CAF) ، Writing Performance