| Collaborative Assessment in Reading Class: Skill Development and Reliance Reduction |
| کد مقاله : 1061-CNF-FULL |
| نویسندگان |
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سجاد فتحی * دانشجو دکترا، دانشگاه آزاد اسلامی، واحد تهران جنوب |
| چکیده مقاله |
| Collaborative assessment involves learners in assessment process and encourages autonomy and makes assessment more meaningful to them. Moreover, it increases students’ responsibility and self-reliance in learning, brings them a deeper understanding of the subject, makes them more active in the learning process, helps them to reflect on their role in group learning, and improves their decision-making ability. This study aims to investigate the effect of collaborative assessment on Iranian EFL learners’ reading skill development and reliance reduction to teacher. To this end, 40 intermediate EFL learners were selected through Oxford Placement Test (OPT) from International College of Tehran University of Medical Sciences. The required data were obtained through multiple instruments including: Oxford Placement Test (OPT), Reading Comprehension Test (RCT), and Students’ Reliance on the Teacher Questionnaire (SRTQ). At the instructional phase the experimental group were exposed to collaborative assessment practice, while the control group were exposed to conventional teacher-based assessment practice. Instructional phase lasted for 8 sessions, half an hour for each session twice a week in a month. The data analyzed based on the Shapiro-Wilk Test and the Independent Sample T-Test revealed that collaborative assessment has statistically significant effect on developing reading skill ability and reducing students’ reliance. The results suggest that collaborative assessment has the potential to be a valuable tool for better learning achievements and learner autonomy development. |
| کلیدواژه ها |
| Collaborative Assessment, Reading Comprehension, Reading Class, Skill Development, Students’ Reliance |
| وضعیت: پذیرفته شده |