The Comparative Impact of Self-assessment and Teacher-assessment on Writing Achievement and Attitude of Iranian EFL Learners

Comparative Effects of Self-Assessment and Teacher Assessment on Iranian Female Learners' Writing Skills and Their Attitudes By reviewing the scientific history related to this work, it seems that almost and exclusively no research work has compared the effects of "self-assessment" versus "teacher assessment" on students' writing skill achievements and their attitudes towards this issue in English as a foreign language learning situations. This study has compared the two previously stated concepts, in other words, "self-assessment" and "teacher assessment" on learners' writing ability and their attitudes in this field. For this purpose, data from ۷۶ individuals were collected from ۹۰ homogeneous female learners in two intact classes. The "PET" test was used as a pre-test and post-test instrument along with the topics presented to the learners as homework in the writing section. Jacobs' Profile (۱۹۸۱) was used as the basis for scoring students' essays, and scores from the initial and final tests were scored by two raters for inter-rater consistency. The treatment lasted for ۱۴ sessions, and a between-groups design was used to collect the required data. The data were then analyzed using t-test analysis to present results, applications, and suggestions for further research in education

کلیدواژه ها:

self-assessment ، teacher-assessment ، writing ، attitude