Akademik Veri Yönetim Sistemi
1st INTERNATIONAL CONFERENCE ON PSYCHOLOGY FOR LANGUAGE TEACHERS AND LEARNERS, İstanbul, Türkiye, 26 - 27 Ekim 2022, ss.41
The trend of integrating learners into the learning process more has led to a growing interest in
formative assessment methods. Self-assessment and peer-assessment, which are prominent forms of
assessing learners formatively, are widely utilized in English language teaching. This paper was
designed based on a master’s thesis study implemented at a state university in Istanbul. The study
mainly concentrates on the impacts of self-assessment and peer-assessment on the students’ writing
skills and the effects of these assessment methods on their assessment skills. Two classes were selected
for the study: One class exposed to self-assessment was regarded as a self-assessment group with 23
students; on the other hand, the other class experiencing peer-assessment was regarded as a peer-assessment group with 22 students. Before receiving the training pertaining to self-assessment and
peer-assessment and the practices started, the participants were asked to respond to the Self-assessment
Attitude Questionnaire and Peer-assessment Attitude Questionnaire. The former was applied to the
self-assessment group, and the peer-assessment group was given the latter. Both questionnaires were
designed to find out whether the students had previous experience in self-assessment and peerassessment practices and explore their perceptions and attitudes towards these alternative assessment
methods. These questionnaires can be regarded as semi-structured questionnaires. The results of the
questionnaires showed that while almost 76% of the participants never participated in self- or peer-assessment practices, nearly 24% got involved in such practices. Moreover, they mostly thought the
practices would be motivating, useful, and encouraging. Overall, they had positive perceptions of these
assessment methods.