Self- and peer-assessment are powerful tools that enable teachers and learners to develop an active and student-centered learning environment. This paper investigates the relationship between self-, peer- and teacher-assessment of English oral presentations by first year college students. The findings show that, in peer-assessment, students tended to give higher scores than teachers, especially in the area of pronunciation; and in self-assessment, students who were given a lower score by teachers tended to overrate themselves, while students who were rated more highly by teachers tended to underestimate their own performances. Some possible reasons for these discrepancies are considered, and a number of possible classroom approaches to addressing the assessment gap are suggested.
雑誌名
長崎外大論叢
雑誌名(英)
The Journal of Nagasaki University of Foreign Studies
学生の自己・他者評価に関する一考察 -教師評価との比較を中心に-
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