Students' Objectivity and Perception of Self Assessment in an EFL Classroom
Students' Objectivity and Perception of Self Assessment in an EFL Classroom
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英语课堂中学生自我评估的客观性和感知
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
M. E. Álvarez
中科院分区：
文献类型：
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作者：
A. Muñoz;M. E. Álvarez
各种各样的问题已经与引入自我评估的评估目的，特别是学生缺乏准确性。然而，一些研究表明，学生能够准确地评估自己，教师和学生的评估之间可能存在中度到高度的相关性。本研究的目的是：（1）比较学生与教师的口语自我评价;（2）探讨学生对自我评价的态度。本研究收集了94名接受自我评估训练的学生的资料。学生的成绩与教师的成绩采用皮尔逊相关系数进行相关分析。学生们还收到了一份问卷，调查他们对自我评估的感受。研究结果显示，教师与学生的自我评量与自我评量的正面态度之间有中度至高度的相关。对课堂的启示是：1）自我评估需要在教师的持续指导下持续进行，2）自我评估的文化接受度需要提高，3）学生需要在使用自我评估作为识别认知和元认知学习策略的手段方面得到帮助，4）教师需要接受学生自主学习的培训。
Various problems have been associated with the introduction of self assessment for evaluation purposes, and in particular students’ lack of accuracy. However, several research studies have demonstrated that students are able to assess themselves accurately and that there can be from moderate to high degrees of correlation between teacher and student assessments. In this article, we report on a study aimed at 1) comparing students’ oral self assessment with those of teachers’ and 2) inquiring as to students’ attitude toward self assessment. Data were collected from 94 students who were given training in self assessment. Students’ scores were correlated with teachers’ scores using the Pearson correlation coefficient. Students were also given a questionnaire which examined their feelings about self assessment. Results of the study showed from moderate to high correlations between teachers’ and students’ self evaluations and positive attitudes toward self assessment. The implications for the classroom are: 1) self assessment needs to be done on a continuous basis with constant guidance from the teacher, 2) cultural acceptance of self assessment needs to be raised, 3) students need to be provided with help on the use of self assessment as a means to identify cognitive and metacognitive learning strategies, and 4) teachers need to be trained for student autonomy.