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지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The aim of the present study is threefold: (1) to examine the disparities among self, peer and teacher assessments of oral group presentations in a university EFL classroom; (2) to investigate the major criteria predicting the presentation quality measured by self, peer and teacher assessments; and (3) to explore student perceptions about self, peer and teacher assessments. A total number of 36 South Korean university students participated in the study. A 15-item assessment form was used for self, peer, and teacher ratings. The correlation analysis among self, peer and teacher assessments was calculated. The significantly modest teacher-peer and teacher-self correlations indicated that students were able to make judgments of both their own and their peers’ oral performances that were comparable to those made by their teacher. The multiple regressions showed that the major criteria significantly influencing both self and peer ratings were visual and delivery-related criteria, whereas delivery and content-related criteria were influential for the teacher’s assessment. Most participants were satisfied with the perceived benefits of self, peer and teacher assessment activities. Based on the results, the paper delineates the pedagogical implications for alternative assessment practices in EFL and some caution is advised.
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참고문헌 (26)
참고문헌 신청
Ahangari, S. / 2013 / The effect of peer assessment on oral presentation in an EFL context / International Journal of Applied Linguistics & English Literature 2 (3) : 45
Brown, J. D. / 1998 / The alternatives in language assessment / TESOL Quarterly 32 (4) : 653 ~ 675
Chen, Y. / 2008 / Learning to self-assess oral performance in English : A longitudinal case study / Language Teaching Research 12 (2) : 235 ~ 262
Cheng, W. / 1997 / Having second thoughts : Students perceptions before and after a peer assessment exercise / Studies in Higher Education 22 (2) : 105 ~ 124
Cheng, W. / 2005 / Peer assessment of language proficiency / Language Testing 22 (1) : 93 ~ 121
Brown, J. D. / 1998 / The alternatives in language assessment / TESOL Quarterly 32 (4) : 653 ~ 675
Chen, Y. / 2008 / Learning to self-assess oral performance in English : A longitudinal case study / Language Teaching Research 12 (2) : 235 ~ 262
Cheng, W. / 1997 / Having second thoughts : Students perceptions before and after a peer assessment exercise / Studies in Higher Education 22 (2) : 105 ~ 124
Cheng, W. / 2005 / Peer assessment of language proficiency / Language Testing 22 (1) : 93 ~ 121
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