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首页> 外文期刊>Asian-Pacific Journal of Second and Foreign Language Education >An emic perspective toward challenges and solutions of self- and peer-assessment in writing courses
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An emic perspective toward challenges and solutions of self- and peer-assessment in writing courses

机译：对写作课程中自我评估和同伴评估的挑战和解决方案的看法

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Abstract Self-assessment and peer-assessment have been appraised in a large number of studies, aiming at investigating their effectiveness in different contexts. However, the challenges of implementing self-assessment and peer-assessment have been investigated rather sporadically. Given that, the purpose of this study was to explore the challenges and probable solutions of implementing self-assessment and peer-assessment by delving into the perspectives of English language teaching (ELT) teachers and ELT students. In this study we used an emic methodology to examine the perspective of 11 ELT teachers and 56 undergraduate and graduate ELT students. We used MAXQDA to analyze the interviews and open-ended questions. The results reveled that on the part of ELT students, self and peer’s subjective judgment, learners’ lack of assessment literacy, and instructional problems were the most important challenges of implementing self-assessment and peer-assessment in writing courses. ELT teachers believed that these assessment types are not feasible in all cultures. They also admitted that ELT teachers’ lack of assessment literacy is a challenge in implementing these assessment types. As for the probable solutions, both ELT teachers and students posited that ELT teachers need to increase their assessment knowledge and to participate in teacher training courses. Whereas ELT teachers believed that learner autonomy could be a solution, ELT students were against it. The article’s conclusion bears some implications for ELT teachers while implementing self-assessment and peer-assessment in writing courses.
机译：摘要在许多研究中已经对自我评估和同伴评估进行了评估，旨在研究其在不同背景下的有效性。然而，相当零星地研究了实施自我评估和同伴评估的挑战。鉴于此，本研究的目的是通过研究英语教学（ELT）老师和ELT学生的观点，探讨实施自我评估和同伴评估的挑战和可能的解决方案。在本研究中，我们使用特有的方法论来考察11名ELT老师和56名本科和研究生ELT学生的观点。我们使用MAXQDA分析采访和开放式问题。结果表明，就ELT学生而言，自我和同伴的主观判断，学习者缺乏评估素养以及教学问题是写作课程中实施自我评估和同伴评估的最重要挑战。 ELT教师认为，这些评估类型并非在所有文化中都是可行的。他们还承认，ELT教师缺乏评估素养是实施这些评估类型的挑战。至于可能的解决方案，ELT教师和学生都认为，ELT教师需要增加他们的评估知识并参加教师培训课程。 ELT的老师认为学习者的自主性可以解决，而ELT的学生则反对。本文的结论对ELT教师在写作课程中实施自我评估和同伴评估具有一些启示。

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