Oral Assessment

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Due to the limited and often contradictory empirical evidence about “alternative assessments” such as self- and peer assessment of oral presentation skills, it prompted the author of this paper to design a study in which self- and peer assessment was examined and contrasted with teacher assessment. Thus, the objective of this paper was to understand the effects of peer-assessment and self-assessments in English oral presentation classes as compared to teacher’s assessments after having instruction and guidance. Comparison of the teacher assessment scores with those of peer assessment scores showed a positive relationship in the Final Exam. These positive correlations can be attributed to the fact that students in the Experimental group had…show more content…
In the Final Exam, when instructions have been implemented, the results showed that SA accuracy increased in two of the five categories. In this case, the Experimental group had decreased the gap in the Final Exam due to the fact of having assessment instructions, plus “practice” rehearsals before the Final Exam took place. However, various problems have been found to associate with the introduction or use of self-assessment for evaluation purposes. Among these were students’ lack of accuracy between teacher’s rating and students’ self-rating. Thus, the findings that the self-assessment scores are, somewhat, higher than the marks given by the teacher is consistent with the results reported in the literature (Patri,…show more content…
Price and O’Donovan (2006) mention tacit knowledge that is experience-based can only be made explicit through the sharing of experiences. In that sense, this study has the merit of paying attention to the inter-rater reliability of the teacher. Other factors that may have played a part in these differences include: nature and background of the participants, duration of the instructional intervention, and scope of the skills to be mastered and the complexity level of the competencies. Yet other factors also come to mind: the fact that there are different students, from different majors of varying English abilities and personalities, student’s passiveness, attitude and motivation could be contributing factors, along with the dynamics among group members (males/females ratio) may also be another factor. Nevertheless, when setting up assessment related research in a normal instructional setting, teachers need to be aware of bias potentially caused by assessors (Topping,
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