Understanding self and peer assessment processes: Developments in an EAP module for academic reading and oral presentation skills

Schrader, Karen (2015) Understanding self and peer assessment processes: Developments in an EAP module for academic reading and oral presentation skills. [Dissertation (University of Nottingham only)]

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Self-assessment and peer-assessment in higher education aim to develop the

student’s ability for life-long learning beyond the confines of a formalized

university setting. These two types of formative assessment have been found

conducive to language learning contexts and can increase student motivation and

self-regulated learning through directed self-reflection and collaborative learning

situations. A successful implementation requires critical understanding of the

processes. This action research dissertation explores a group of teachers’ (N=5)

collaborative effort to introduce written self-reflection and peer-feedback in a

revised English for Academic Purposes reading and oral presentation module. A

mixed-method, action research approach using focus group interviews and

questionnaires was used to gather insights into best practices as well as

impressions of the benefits, limitations and improvements in oral presentation

skills. The data from the teachers was triangulated with results from a student

survey of my two classes (N=31). The results revealed that both stakeholder

groups were overall satisfied with the learning outcomes and felt that the selfassessment

and peer-assessment tasks were worthwhile and rewarding. Further,

the findings illustrate that detailed, accessible explanations, adequate training,

use of video and awarding marks for the quality of the assignments were

processes that led to a smooth and successful implementation of self- and peerassessment.

However, the teachers found more scaffolding in the form of guiding

questions and more emphasis on critical reading and language skills are

necessary to complete the learning goals. I offer recommendations for future

improvements to the four phases of the formative assessment process:

introduction, training, implementation and follow-up, which can be used as a

basis for future teachers.

Item Type: Dissertation (University of Nottingham only)
Depositing User: Gigg, Diane
Date Deposited: 11 Dec 2015 12:11
Last Modified: 31 Dec 2017 13:48
URI: https://eprints.nottingham.ac.uk/id/eprint/31040

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