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The Effect of Assessment Type (self vs. peer vs. teacher) on Iranian University EFL Students' Course Achievement


This research investigated the effect of self-, peer-, and teacher-assessment on Iranian undergraduate EFL students' course achievement. Four intact classes, including 82 students from Urmia, Tabriz, and Tabriz Islamic Azad universities were randomly assigned into one of the self-, peer-, teacher-assessment, or control groups. The students were pretested on their current Teaching Methods knowledge. After receiving relevant instruction and training, the first experimental group (N = 21) were involved in self-assessment activities, the second one (N = 23) were engaged with peer-assessment tasks, and the third one (N = 21) were subjected to teacher-assessment; however, the control group (N = 19) received no assessment-related treatment. The application of ANCOVA on the results of the achievement posttest indicated differences in the performances of peer-, self-, teacher-assessment, and the control groups F (3, 77) = 23.15, p = .05, in favour of peer-assessment. A medium effect size was found between the independent and dependent variables (partial eta squared= .47); however, the covariate, albeit significant (.03), had a small effect size (partial eta squared= .05). Further findings and implications are discussed in the paper.

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Correspondence to Zainab Abolfazli Khonbi.

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Khonbi, Z.A., Sadeghi, K. The Effect of Assessment Type (self vs. peer vs. teacher) on Iranian University EFL Students' Course Achievement. Language Testing in Asia 2, 47 (2012).

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  • Alternative assessment
  • Course achievement
  • EFL students
  • Peer-assessment
  • Self-assessment
  • Teacher-assessment