An investigation into student assessments on EFL oral performances at a university in Southwestern Vietnam
From what was presented at the statement of the problem, the study focuses on students’ performance in a university context. The study attempts to find the answer by investigating student assessments and their attitudes on the issue. First and foremost, the study aims to examine the inter-rater and...
Đã lưu trong:
| Tác giả chính: | |
|---|---|
| Tác giả khác: | |
| Ngôn ngữ: | eng |
| Được phát hành: |
Trường Đại học Trà Vinh
2022
|
| Truy cập trực tuyến: | https://opac.tvu.edu.vn/pages/opac/wpid-detailbib-id-38480.html |
| Các nhãn: |
Thêm thẻ
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
|
| Thư viện lưu trữ: | Trung tâm Học liệu – Phát triển Dạy và Học, Trường Đại học Trà Vinh |
|---|
| Tóm tắt: | From what was presented at the statement of the problem, the study focuses on students’ performance in a university context. The study attempts to find the answer by investigating student assessments and their attitudes on the issue.
First and foremost, the study aims to examine the inter-rater and intra-rater reliability of self-assessment and peer-assessment of students’ oral performances. If the findings of the agreement on students were found ideally, it could widely apply in future classes, and it is also a useful source for future research.
Next, the study is conducted to find out whether student assessments and teacher assessments have an agreement. It is hoped that the findings in the study will help involve students in the learning process and encourage them to take responsibility for their learning. Student assessments will be processed to enhance students’ crucial characteristics such as responsibility, judgment and autonomy in learning.
Third, the study explores students’ attitudes towards assessments in student oral presentations. From the backdrops, it is necessary to conduct a study to explore students’ attitudes of self-assessment and peer-assessment aiming at providing them an overview and practice for elaborate oral assessments.
Finally, some correlations including task, subjectivity, faith, relationship, gender and language proficiency between students’ attitudes and students’ overall assessments are also scrutinized. This is to find whether any factors truly affect self-assessment and peer-assessment. With the results collected, students’ attitudes will be analyzed and it will positively contribute to more successful alternative assessments in the future. |
|---|