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| 論文名稱 | Relationships of Teacher, Self and Peer Assessments in an English Speech Course |
| 發表日期 | 2016-08-01 |
| 論文收錄分類 | 其他 |
| 所有作者 | 程昭勳Richard C. H. Cheng, 邱怡靜Jean Y. C. Chiu |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 刊物名稱 | Studies in English Language and Literature |
| 發表卷數 | |
| 是否具有審稿制度 | 是 |
| 發表期數 | 38 |
| 期刊或學報出版地國別/地區 | NATTWN-中華民國 |
| 發表年份 | 2016 |
| 發表月份 | 8 |
| 發表形式 | 紙本 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 |
[英文摘要] :
In our global village, English speaking capability has become important in English teaching and learning, thus researching the effectiveness and relationships of speaking assessment tools by teachers and students is an important issue. This paper reports a pilot study aiming to explore the reliability of a speech assessment form and the relationship of teacher, peer and self assessments in an English speech training course. The participants were English-major junior students in a public speaking classes, with 5 speeches performed and assessed by teacher, self and peers during the study. The teacher, self and peer assessments were conducted by using the speech assessment form, a modified version of the work of Yamashiro (1999). Following the completion of quantitative data collection, an open-ended questionnaire was given to gather qualitative data regarding the participants’ perceptions of self and peer assessment. The results of the study showed that the speech assessment form proved to have moderately high reliability, and the overall teacher, self, and peer ratings were moderately correlated. Meanwhile, the self ratings were found averagely lower than the teacher and peer ratings, while the peer ratings were slightly higher than the teacher ratings. Finally, the questionnaire revealed lacking self-confidence, encouragement to fellow classmates, and self-criticism were the main reasons for higher peer ratings but lower self ratings. Further implications and suggestions are made with respect to the use of the assessment form in English speech courses.
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