The Comparative Effect of Portfolio Assessment and Peer-Assessment on EFL Learners' Critical Thinking and Speaking Achievement

Subject Areas : Research in English Language Pedagogy

Behdokht Mall-Amiri ¹ , Haleh Askarzadeh ²

1 - Department of English Language, Islamic Azad University, Central Tehran Branch, Tehran, Iran
2 - Department of English Language, Islamic Azad University, Central Tehran Branch, Tehran, Iran

Received: 2017-12-25 Accepted : 2018-03-13 Published : 2018-09-01

Keywords:

References:

Brown, H. D. (1994). Teaching by principle: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.

 Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32, 653-675.

Chaffee, J. (2009). Thinking critically. Journal of Marketing Education, 27(3), 264-276.

Chaffee, J. (1992). Teaching critical thinking across the curriculum. New Directions for Community Colleges, 77, 25-35.

Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency, Language Testing, 22(3), 93-121.

Crooks, T. (2001). The validity of formative assessment. Paper presented to the British educational research association annual conference, University of Leeds, 13-15.

Davin, K. J. (2011). Group dynamic assessment in an early foreign language learning program: Tracking movement through the zone of proximal development. Unpublished doctoral dissertation). University of Pittsburgh, Pittsburgh, Pennsylvania.  

Elder, L. & Paul, R. (1994). Critical thinking: Why we must transform our teaching. Journal of Developmental Education, 18(1), 34-35.

Ennis, R. (1996). Critical thinking. New Jersey: Prentice-Hall.

Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44-48.

Fahim, M., & Sheikhy, R. (2011). Critical thinking ability and autonomy of Iranian EFL learners. American Journal of Scientific Research, 29(1), 59-72.

Falchikov, N., & Goldfinch, J. (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research, 70(3), 287-322.

Flood, J., & Lapp, D. (1989). Reporting Reading Progress: A Comprehension Portfolio for Parents. The Reading Teacher, vol. 42, 508-514.

Garb, E.  & Kozulin, A. (2002). Dynamic assessment of EFL text comprehension of at-risk learners. School Psychology International, 23, 112–127.

Gardiner, L. (1995). Redesigning higher education: Producing dramatic gains in student learning. New York: Jossey Bass.

Genesee, F. & Upshur, J. A. (1996). Classroom-based evaluation in second language education. Cambridge: Cambridge University Press.pp.98-100.

Ghahremani, M., &, Azarizad, P. (2013). The Effect of Dynamic Assessment on EFL Process Writing: Content and Organization, International Research Journal of Applied and Basic Sciences.

Halpern, D. A. (1998). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80, 69-74.

Hamp-Lyons, L. (1996) Applying Ethical Standards to Portfolio Assessment of Writing in English as a Second Language. In M. Milanovic and N. Saville (eds.) Performance Testing, Cognition and Assessment. Cambridge: Cambridge University Press.151–162.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: OUP.

Honey, P. (2000). Critical thinking questionnaire. Retrieved from http://www.Peter Honey Publication. Com.

Huitt, W. (1998). Critical thinking: An overview. Educational Psychology Interactive Retrieved from http://chiron.valdostaedu/whuitt/col/cogsys/critthnk.html. Revision of paper presented at the Critical Thinking Conference sponsored by Gordon College, Barnesville, GA, March, 1993.

Joo, S., H. (2016). Self-and peer-assessment of speaking. Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, 16 (2).

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-46.

Lazaraton, A. (2001). Teaching oral skills. In M. Celce-Murcia (Ed.), teaching English as a second or foreign language (3^rd ed.) (pp.103-115). USA: Heinle & Heinle.

Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290.

Marandi, M., & Jahanbazian, T. (2015). A study into the effect of competitive team-based learning and 'learning together' on the oral performance of intermediate EFL learners. Research in English Language Pedagogy, 3(1), 60-73.  

Marzano, R. J. (2000). Twentieth century advances in instruction. In R. Brandt (Ed.), ASCD Yearbook, 2000 (pp. 67–90). Alexandria, VA: Association for Supervision and Curriculum Development.

Miller, L. (2001). A speaking lesson. How to make the course book more interesting? MET. 10(2), 25-29.

Ming, S., & Alias, A. (2010). Investigating Readiness for Autonomy. A Comparison      of Malaysian ESL Undergraduates of Three Public Universities. Reflections on     English Language Teaching, 6(1), 1-18. 

Moon, J. (2008). Critical thinking: An exploration of theory and practice. New York: Routledge.

Naeini, J. (2013). Graduated prompts and mediated learning experience: A comparative study of the effects of two approaches of dynamic assessment on the reading comprehension of Iranian EFL learners (Unpublished doctoral dissertation). Islamic Azad University, Science and Research Branch, Tehran, Iran.

Nassirdoost, P., Mall-Amiri, B. (2015). The Impact of portfolio assessment on EFL learners’ vocabulary achievement and motivation. Journal for the Study of English Linguistics 3 (1), 38-50.

Orsmond, P., Merry, S.) 1996). The importance of marking criteria in the use of peer assessment. Assessment and Evaluation in Higher Education 21(2), 239-250.

Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis  

       using SPSS. (Version 12): Allan and Unwin: Sydney.

Paul, R. W. (1988). Critical thinking in the classroom. Teaching K-8 (18), 127-             148.

Paul, R., & Elder, L. W. (2006). The miniature guide to critical thinking concepts and tools. Retrieved November 10. 2016 From

http://www.criticalthinking.org/files/Concepts-Tools.pdf

Paulson, F. L. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-63.

Pearce, C. (2009). From closed books to open doors – West Africaெs    literacy challenge. Oxfam International.

Pemberton, R., & Nix, M. (2012). Practices of critical thinking, criticality, and learner autonomy. Special Issue of Learning, 19(2), 79-95.

Quintana, J. (2011). PET Practice Tests. Oxford. Oxford University Press.

Saito, H., & Fujita, T. (2009). Peer-assessing peers’ contribution to EFL group presentations. RELC Journal, 40(2), 149–171.

Santrock, J. W. (2008). Educational psychology (3rd ed.). New York: Mac Graw Hill.

Shohamy, E. (1992). The power of tests: a critical perspective on the uses of language tests. London: Longman.

Slavin, R. E. (1997). Educational psychology: theory and practice (5th ed.). Allyn& Bacon, Needham Heights, MA.

Thomas, G., & Smoot, G. (1994). Critical thinking: A vital work skill. Trust for Educational Leadership, 23(1), 34-38.

Turner, C. E. & Purpura, J. E. (2015). Learning-oriented assessment in second and foreign language classrooms. In D. Tsagari & J. Baneerjee (Eds.), Handbook of Second Language Assessment. Boston, MA: De Gruyter, Inc.

Valencia, S. W., & Calfee, R. (1991) The development and use of literacy portfolios for students, classes, and teachers. Applied Measurement in Education,4(4), 120-131.

Valencia, S. W. (1990). A Portfolio Approach to Classroom Reading Assessment: The Whys, Whats, and Hows. The Reading Teacher, vol.43, 338-340.

Wright, I. (2002). Is that right? Critical thinking and the social world of the young             learner. Toronto: Pipping Publishing.

Xiaoxiao, L., & Yan, L. (2010). A case study of dynamic assessment in EFL process writing. Chinese Journal of Applied Linguistics, 33(1), 24-40.

Yalçın, Ö & İnceçay, V. (2014). Foreign language speaking anxiety: The case of spontaneous speaking activities. Procedia - Social and Behavioral Sciences, pp. 2620 – 2624.

Yamashiro, A. D., & Johnson, J. (1997). Public speaking in EFL: Elements for course design.

The Language Teacher, 21, 13–17.

Yang, N. (2003). Integrating portfolios into learning strategy-based instruction for EFL college students. IRAL, 41,293-317.