World J Arts, Languages, and Social Sciences 2012;1(1):1 Zakian Zakian Zakian Zakian et al., 2012. Self-, Peer-, and Teacher-assessments of EFL Learners’ Speaking OPEN ACCESS © Research | Reviews | Publications, 2012 http://www.rrpjournals.com/ OPEN ACCESS Original Original Original Original Article Language The Relationship between Self-, Peer-, and Teacher-Assessments of EFL Learners’ Speaking Maryam ZAKIAN 1, *, Abbas MORADAN 2 , Seyed E NAGHIBI 3 ABSTRACT [ENGLISH/ ABSTRACT [ENGLISH/ ABSTRACT [ENGLISH/ ABSTRACT [ENGLISH/ ANGLAIS ANGLAIS ANGLAIS ANGLAIS] Affiliations: 1 Young Researchers Club, Islamic Azad University, Behshahr Branch, Behshahr, Mazandaran, IRAN 2 Department of Human Sciences, Semnan University, Semnan, IRAN 3 Islamic Azad University, Behshahr Branch, Behshahr, Mazandaran, IRAN Email Address for Correspondence/ Adresse de courriel pour la correspondance: maryamzakian2008@gmail.com Accepted/Accepté: June, 2012 Full Citation: Zakian M, Moradan A, Naghibi SE.The Relationship between Self-, Peer-, and Teacher-assessments in the Speaking of EFL Learners Leave Bland World J Arts, Languages, and Social Sciences 2012;1(1):1-5. Despite the importance and broad studies on tests and assessments during so many years, educationalists have a negative attitude towards the final teacher- administered tests. This study is conducted to investigate assessment in ELT classes for the purpose of satisfying language learners with their marks through comparing the marks given by three groups of assessors (self-, peer-, and teacher-assessments). This has been done with 25 upper-intermediate level students at Semnan University. A questionnaire was used to compare and contrast the learners' attitudes towards their involvement in assessment. The learner-assessors had a training session before the assessment task. The findings show that a strong correlation between self, peer, and teacher-assessments can be estimated through Pearson Product Moment Correlation Coefficient formula. Also, involving students in the assessment makes the testing environment safe and stress free. Keywords: self-assessment, peer-assessment, teacher-assessment, rater training, correlation coefficient, speaking RÉSUMÉ RÉSUMÉ RÉSUMÉ RÉSUMÉ [FRANÇAIS FRANÇAIS FRANÇAIS FRANÇAIS/FRENCH] /FRENCH] /FRENCH] /FRENCH] Malgré l'importance et de vastes études sur les tests et les évaluations pendant tant d'années, les pédagogues ont une attitude négative envers les tests finaux des enseignants-administrés. Cette étude est menée pour étudier l'évaluation dans les classes d'ELT dans le but de satisfaire les apprenants d'une langue avec leurs marques à travers la comparaison des notes attribuées par trois groupes d'évaluateurs (-soi, par des pairs, et des enseignants-évaluations). Cela a été fait avec 25 étudiants de niveau intermédiaire supérieur à Semnan Université. Un questionnaire a été utilisé pour comparer et contraster les attitudes des apprenants en vue de leur participation à l'évaluation. Les évaluateurs l'apprenant a eu une séance de formation avant que la tâche d'évaluation. Les résultats montrent une forte corrélation entre l'auto, par les pairs, et des enseignants- évaluations peuvent être estimées par produit Pearson formule Moment Coefficient de corrélation. En outre, la participation des élèves dans l'évaluation rend le coffre-fort environnement de test et sans stress. Mots-clés: d'auto-évaluation, évaluation par les pairs, des enseignants-évaluation, de formation évaluateur, coefficient de corrélation, parlant INTRODUCTION INTRODUCTION INTRODUCTION INTRODUCTION The importance of assessment is clear for everyone, especially those who deal with teaching and learning in educational settings. The importance and reasons of assessment are stated by some authorities in the field. Assessments are at the core of the educational process because they have a direct impact on the learning processes of students [1]. It is also emphasized that assessment of students' learning is an important task. It has a strong influence on students' approaches to learning and outcomes of their studies [2]. The term assessment brings the image of an end–of– course paper–and-pencil tests to mind which aims at telling both teachers and students how much the student knows and does not know. Assessment is more than test, and it includes a range of activities and tasks that are used by teachers to evaluate a student progress and growth on a daily basis [3]. Studies show that the end of course teacher-assessment provokes a sense of nervousness for the learners. It is stated that there is a sense of anxiety among learners about the assessment and test. In order to remove the negative sense from the learners they should be involved in the assessment process. They should carry the responsibility of the assessment themselves and do their teachers' job of assessment [4]. Some other researchers have conducted similar studies [5, 6, 7, 8]. In any of these studies, the researchers focus