| Summary: | Abstract
Self-assessment and peer-assessment in higher education aim to develop the
student’s ability for life-long learning beyond the confines of a formalized
university setting. These two types of formative assessment have been found
conducive to language learning contexts and can increase student motivation and
self-regulated learning through directed self-reflection and collaborative learning
situations. A successful implementation requires critical understanding of the
processes. This action research dissertation explores a group of teachers’ (N=5)
collaborative effort to introduce written self-reflection and peer-feedback in a
revised English for Academic Purposes reading and oral presentation module. A
mixed-method, action research approach using focus group interviews and
questionnaires was used to gather insights into best practices as well as
impressions of the benefits, limitations and improvements in oral presentation
skills. The data from the teachers was triangulated with results from a student
survey of my two classes (N=31). The results revealed that both stakeholder
groups were overall satisfied with the learning outcomes and felt that the selfassessment
and peer-assessment tasks were worthwhile and rewarding. Further,
the findings illustrate that detailed, accessible explanations, adequate training,
use of video and awarding marks for the quality of the assignments were
processes that led to a smooth and successful implementation of self- and peerassessment.
However, the teachers found more scaffolding in the form of guiding
questions and more emphasis on critical reading and language skills are
necessary to complete the learning goals. I offer recommendations for future
improvements to the four phases of the formative assessment process:
introduction, training, implementation and follow-up, which can be used as a
basis for future teachers.
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