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Record identifier : 564889
Personal Name - Primary Intelectual Responsibility : Siyyari,Masood
Title and statement of responsibility : assessment Rating Accuracy and Personality Traits, and the ontribution to Writing Performance - On the Cross Relationship between Self/Peer [Thesis]/سیری، مسعود;supervisor: Parviz Birjandi;advisor: Mohammad KhatibZia tajeddin
Publication, Distribution,Etc. : , 2011
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : PH.D
Discipline of degree : , Teaching English as a Foreign Language
Body granting the degree : , Faculty of Persian Literature and Foreign Languages Department of English Language and Literature
Summary or Abstract : . سود می برد .از یافتها های این رساله، می توان نتیجه گرفت که خودآزمایی و همتاآزمایی روشهای سنجش مفیدی هستند که نه تنها می توانند عملکرد زبان آموزان را در مهارت یا توانایی مورد سنجش بالا ببرند، بلکه دقت سنجش در اثر تمرین و آموزش درباره اجرای خودآزمایی و همتاآزمایی را نیز بالا می برند .البته این موارد در همتاآزمایی چشمگیرتر هستند .همچنین میزان کاهش خطای سنجش خودآزمایی و همتاآزمایی بدون توجه به سطح توانایی زبانی قابل پیشرفت است در صورتی که تمرین و آموزش کافی به زبان آموزان ارائه شود .همچنین اگرچه ویژگیهای شخصیتی در اکثر امور انسانی تاثیر گزار هستند، اما آنها تاثیری در میزان پیشرفت در دقت سنجش و سطح مهارت مورد سنجش ندارند .علی رغم شباهتهای ظاهری خودآزمایی و همتاآزمایی، میزان خطای سنجش این دو به مقادیر کاملا متفاوتی تحت تاثیر سطح توانایی زبانی و ویژگیهای شخصیتی هستند .در پایان نیز می توان نتیجه گیری کرد که مزایای آموزشی و میزان خطای سنجش خودآزمایی و همتاآزمایی تحت تاثیر منفی نوع روش سنجش، کلی یا تحلیلی، نمی باشد .با توجه به یافته ها و نتایج فوق، پیشنهاد می شود خودآزمایی و همتاآزمایی جایگاه پررنگتری در کلاسهای زبان آموزی برای هر دو اهداف آموزشی و سنجشی داشته باشند .به علاوه مدرسان نیز باید آشنایی بیشتری با خودآزمایی و همتاآزمایی در دوره های تربیت مدرس پیدا کنند و در نهایت با جلب حمایت مدیران و تهیه کنندگان کتب و مطالب درسی فعالیتهای بیشتری در زمینه خودآزمایی و همتاآزمایی در کتابها گنجانده شود .در پایان به نظر میرسد تحقیقات مشابه و گسترده تری می توان در زمینه مهارتهای دیگر زبانی، با دانشجویانی متفاوت از لحاظ سنی و شرایط آموزشی انجام دادgroups -posttest nonequivalent-experimental with the pretest- quasiاین تحقیق به بررسی رابطه بین دقت سنجش در خودآزمایی و همتا آزمایی و ویژگیهای شخصیتی، و تاثیر آن بر عملکرد نگارش‌می پردازد. روش تحقیق با توجه به متغیرها و سوالات فوق، این رساله از روش شبه آزمایشی به همراه پس و پیش آزمون و گروههای غیر مساوی
: assessment in language learning. The main problems investigated in this study were concerned with the relationship between the Big Five (i.e., Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness) and (a) rating error in self- and peer-This dissertation was an attempt to investigate the reliability, validity, and pedagogical benefits of self-assessment, and (c) the degree of improvement in self- and peer-and peerassessment of writing performance, (b) the degree of improvement in writing performance through practicing self- and peerassessment-rating accuracy through practicing self-and peer assessment can offer- and peer-assessment in language teaching for all the benefits that self- and peer-making and administration, which all call for more support and inclusion of self-assessment equally and significantly decreased both holistic and analytic rating error of the participants. The implications of the above findings are for language teaching and testing, teacher training, syllabus design and materials development, as well as educational policy-assessment and peer-analytic correlation significantly in comparison to the other method, and the practice of self- and peerII assessment. Neither of the assessment methods increased the holistic-assessment improved the rating accuracy of the participants equally and significantly. Finally, the data analysis revealed that there was a significantly high positive correlation between holistic and analytic scoring in self- and peer-assessment was found as the most effective practice in improving the writing performance of the participants, and practicing self- and peer- assessment. In addition, peer-assessment, and (b) the extent to which the learners improved in their rating accuracy as a result of practicing self- and peer-assessment. Language proficiency was also found to have a weak relationship with (a) rating error in self-rating accuracy, but it had a relatively significant negative correlation with rating error in peer- and peer-assessment, and (c) the degree of improvement in self-comparison measures, revealed that the Big Five had a very weak and insignificant relationship with (a) rating error in selfassessment, (b) writing performance improvement as a result of practicing selfand peer-assessment of writing performance for 11 sessions, and one control group. The data analysis, done via correlation analysis and mean-assessment or peer-FFI personality traits inventory to determine the participants language proficiency level and personality traits respectively, the participants were randomly assigned to two treatment groups, undergoing self-assessment. The needed data for this study were collected from 196 Iranian male and female, adult undergraduate students studying different English majors. After administering a language proficiency test and the NEO- and peer-assessment over time on improving the holistic and analytic rating accuracy was pursued. Finally, a comparison was made between the rating error in holistic and analytic self-assessment, the relationship between holistic and analytic scoring was investigated, and then the effect of practicing selfand peer- and peer-assessment of writing performance over time on (a) the writing performance, and (b) rating error. In the last part of this study, which involved studying the scoring method in self- and peer-assessment were investigated. Next, this study examined the effect of self-rating accuracy through practicing selfand peer- and peer-assessment of writing performance, and (b) the degree of improvement in self- and peer-Furthermore, the relationship between language proficiency level and (a) rating error in self- assessment can offer- and peer-assessment in language teaching for all the benefits that self- and peer-making and administration,which all call for more support and inclusion of self-assessment equally and significantly decreased both holistic and analytic rating error of the participants. The implications of the above findings are for language teaching and testing, teacher training, syllabus design and materials development, as well as educational policy-assessment and peer-analytic correlation significantly in comparison to the other method, and the practice of self- and peerII assessment. Neither of the assessment methods increased the holistic-assessment improved the rating accuracy of the participants equally and significantly. Finally, the data analysis revealed that there was a significantly high positive correlation between holistic and analytic scoring in self- and peer-assessment was found as the most effective practice in improving the writing performance of the participants, and practicing self- and peer-assessment. In addition, peer-assessment, and (b) the extent to which the learners improved in their rating accuracy as a result of practicing self- and peer-selfassessment improved the rating accuracy of the participants equally and significantly. Finally, the data analysis revealed that there was a significantly high positive correlation between holistic and analytic scoring in self- and peer-assessment was found as the most effective practice in improving the writing performance of the participants, and practicing self-and peerassessment. In addition, peer assessment- was found as the most effective practice in improving the writing performance of the participants, and practicing self-and peer-assessment improved the rating accuracy of the participants equally and significantly. Finally, the data analysis revealed that there was a significantly high positive correlation between holistic and analytic scoring in self- and peerII assessment.Neither of the assessment methods increased the holistic-analytic correlation significantly in comparison to the other method, and the practice of self-assessment and peer-assessment equally and significantly decreased both holistic and analytic rating error of the participants. The implications of the above findings are for language teaching and testing, teacher training, syllabus design and materials development, as well as educational policy-making and administration, which all call for more support and inclusion of self- and peer-assessment in language teaching for all the benefits that self- and peer-assessment can offer..
Topical Name Used as Subject : Self-assessment
: Peer-assessment
Information of biblio record : TL
 
 
 
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