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Showing 2 results for Writing Performance
Parviz Birjandi, Masood Siyyari,
Volume 13, Issue 1 (3-2010)
Abstract
Self-assessment and peer-assessment are two means of realizing the goals of educational assessment and learner-centered education. Although there are many arguments in favor of their educational benefits, they have not become common practices in educational settings. This is mainly due to the fact that teachers do not trust the pedagogical values and the reliability of learners’ self- and peer-assessment. With regard to these points, this study aimed at investigating the effect of doing self- and peer-assessments over time on the paragraph writing performance and the self- and peer-rating accuracy of a sample of Iranian English-major students. To do so, eleven paragraphs during eleven sessions were written and then self- or peer-rated by the students in two experimental groups. The findings indicated that self-and peer-assessment are indeed effective in improving not only the writing performance of the students but also their rating accuracy. After comparing the effects of self- and peer-assessment on the writing performance and the rating accuracy of the participants, peer-assessment, however, turned out to be more effective in improving the writing performance of the students than self-assessment. In addition, neither of the assessment methods outdid the other in improving the rating accuracy of the students.
Mohammad Reza Oroji , Houman Bijani, Saeid Moharrami Gheydari , Rouhollah Rajabi , Mahsa Sheikhi,
Volume 26, Issue 1 (3-2023)
Abstract
This study was an attempt to investigate the relationship between test anxiety and writing performance among Iranian intermediate EFL students. To achieve this goal, 50 participants of EFL students (male and female) at Iran, Tehran, were selected on the basis of sampling convenience. The instruments used in this research consisted of the proficiency test and TAQ (Test Anxiety) questionnaire. After homogenizing the students via a proficiency test (Cambridge Placement Test, 2010), those students who were selected as upper-intermediate ones were allowed to take part in this research. Their age range was between 20 and 40. Having collected the results, the researchers recorded the scores in computer files for statistical analysis using the Statistical Package for the Social Sciences (SPSS) version 25.00. In order to measure the relationship between the variables (test anxiety & written performance) Pearson Correlation tests were run. The results illustrated that there were significant relationships between writing performance and text anxiety and all its sub-scales of worry and emotionality. In addition, it was proved that there was not any significant difference between male and female in respect to writing performance. It must be reiterated that a Pearson Correlation test was also run to measure the Inter-Rater Reliability. The results of this study will provide insights to help EFL learners reduce their test anxiety and increase the level of their confidence.
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