Incorporating Alternative Assessments into the Writing Course: A Cross-Comparison of Self-, Peer-, and Teacher-Assessments

Incorporating Alternative Assessments into the Writing Course: A Cross-Comparison of Self-, Peer-, and Teacher-Assessments

The increasing demand for lifelong learners and reflective practitioners has re-conceptualized the connection between assessment and learning to the extent that alternative assessment methods (i.e., self-, peer- and teacher-assessment, etc.) have emerged. However, their incorporation into various language skills might bring about certain consequences. Among them, the writing skill is often perceived as unique in its nature in terms of both teaching practices and assessment modalities. In a bid to exercise a Learner- Oriented Assessment (LOA) practice, the present study was designed to comparatively implement self-, peer-, and teacher-assessments in a writing course, and to explore the experiences and perceptions of the learners towards the three assessment alternatives.Pertinent statistical analyses revealed significant differences among them: higher proficiency level learners evaluated their writings more realistically, while lower proficiency level learners overestimated their abilities. Moreover, most of them had positive attitudes towards this novel assessment experience; it can be concluded that LOA could scaffold them in gaining a lot and in arousing their awareness of their weaknesses and strengths.

The increasing demand for lifelong learners and reflective practitioners has re-conceptualized the connection between assessment and learning to the extent that alternative assessment methods (i.e., self-, peer- and teacher-assessment, etc.) have emerged. However, their incorporation into various language skills might bring about certain consequences. Among them, the writing skill is often perceived as unique in its nature in terms of both teaching practices and assessment modalities. In a bid to exercise a Learner- Oriented Assessment (LOA) practice, the present study was designed to comparatively implement self-, peer-, and teacher-assessments in a writing course, and to explore the experiences and perceptions of the learners towards the three assessment alternatives.Pertinent statistical analyses revealed significant differences among them: higher proficiency level learners evaluated their writings more realistically, while lower proficiency level learners overestimated their abilities. Moreover, most of them had positive attitudes towards this novel assessment experience; it can be concluded that LOA could scaffold them in gaining a lot and in arousing their awareness of their weaknesses and strengths.