Bibliographic Details
| Title: |
On the Effect of Diagnostic Self-, and Peer-assessment on Reading Comprehension: Examining EFL Learners' Diagnostic Rating Accuracy across Various Genres. |
| Authors: |
Sis Abad, Masoome Azmoode1 Azmoode@srbiau.ac.ir, Kiany, Gholam-Reza2 kiany_gh@modares.ac.ir, Abassian, Gholam-Reza3 gabbasian@gmail.com |
| Source: |
Journal of Modern Research in English Language Studies. Apr2024, Vol. 11 Issue 2, p177-202. 26p. |
| Subject Terms: |
*Reading comprehension ability testing, *Student engagement, *Peer review of students, *Comprehension testing, *Self-evaluation, *Educational evaluation, *Remedial teaching, *Academic motivation, *Reading comprehension, Statistical significance, Multivariate analysis |
| Abstract: |
The present research responds to the call for implementing diagnostic assessment through learner involvement. This study followed two aims: first, examining the distinctive effects of diagnostic self- and peer-assessments on EFL learners' reading comprehension; second, exploring students' diagnostic rating accuracy in various reading genres. To achieve this, a number of diagnostic reading comprehension tests and a checklist were developed, the construction of which was based on the learners' challenging reading subskills. The participants include 60 English translation university students. During 12 weeks of instruction, the rating accuracy of the subjects' diagnostic self- and peer-assessments was investigated while the instructor ratings were taken as the yardstick. Data analysis, using T-test and MANOVA confirmed that the two groups had improvement in reading comprehension but there was no significant difference between the two groups' gain. In addition, no statistically significant difference was detected among the accuracy of diagnostic self-, peer- and instructor ratings except for the assessment of the main idea and supporting details subskill in the descriptive genre and cause and effect subskill in the narrative genre. This study can offer evidence for conducting diagnostic assessments through learner engagement to provide students with appropriate feedback and remedial instruction. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
