The Power of Peers: A study on teachers' beliefs on peer and self-assessment in the EFL upper-secondary school classroom in Sweden

DSpace Repository

The Power of Peers: A study on teachers' beliefs on peer and self-assessment in the EFL upper-secondary school classroom in Sweden

Details

Files for download
Icon
Overview of item record
Publication Student essay 15hp
Title The Power of Peers: A study on teachers' beliefs on peer and self-assessment in the EFL upper-secondary school classroom in Sweden
Author Balboa Álvarez, Carolina
Date 2020
English abstract
This study investigates teachers’ perceptions about the value of peer and self-assessment as tools for enhancing EFL writing in the context of upper-secondary education in Sweden. In addition, this study examines the relationship between teachers’ beliefs, knowledge of the methods, and their reported teaching practices. Based on teachers’ comments, this paper identifies the ways in which peer and self-assessment can be effectively implemented in EFL classrooms. A mixed-methods approach was used in the study. Three qualitative, semi-structured interviews were conducted. The interviews were complemented with a questionnaire survey in order to check the generality of the interview findings. Through a process of triangulation, the datasets obtained from the questionnaires and interviews were analysed and interpreted in light of theory and recent research on peer and self-assessment. Results show that these teaching and learning tools are appreciated by teachers as a way to enhance learning in relation to EFL writing. However, the investigation showed significant inconsistencies regarding teachers’ usage of the method. The results obtained showed that, in order for these practices to be effective, careful training is needed. Moreover, in order to provide proper training for their students, teachers themselves need to understand the value of the tools, and to be trained in how to effectively implement them. Therefore, the study concluded that information about peer and self-assessment should be included in teacher education and in-service training in Sweden.
Publisher Malmö universitet/Lärande och samhälle
Language eng (iso)
Subject Peer assessment
Self-assessment
Teachers' perceptions
EFL
Language development
Formative assessment
Learner autonomy
Handle http://hdl.handle.net/2043/32212 Permalink to this page
Link to publication in DiVA Find this research publication in DiVA.
Facebook

This item appears in the following Collection(s)

Details

Search


Browse

My Account

Statistics