Attitudes of University Students in Kurdistan region of Iraq towards Different Methods of Evaluation
الكلمات المفتاحية:
Assessment, group, self and peer assessment, Evaluation, higher education
الملخص
Learning in higher education can be achieved from students’ engagement in peer, group and their own learning, learning through assessment can be a process in which learners reflect and judge on their own works either in peers, group or individually however, Assessment develop students understanding of learning objectives and success criteria. Students are motivated and engaged when they work together and reflect each other’s work critically. The aim of the study was to investigated students' attitudes towards different methods of evaluation, that is group evaluation, peer evaluation, and self-assessment. The study was conducted with first-year, undergraduate students in Kurdistan universities which applying the bologna process in their systems. The sample confirmed 324 students from different universities and departments in the Iraqi Kurdistan region. The study was dependent on the scale prepared by the researchers to measure the attitudes of the students. To analyses the data, the statistical package of social science (SPSS) was applied. The results revealed that overall of the students feels satisfactory with self-assessment more than with peer and group assessment. Although, some students come across obstacles of assessing their works, they preferred self-assessment. and all types of assessment are essential in an academic learning process. These results indicate that the students have positive attitudes towards self-evaluation more than teacher or peer and group evaluation. At the end of the study, the researchers presented a set of recommendations and suggestions.
المراجع
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National Council of Teachers of Mathematics, Vol. 89, No. 7, 548-554. Retrieved from https://www.jstor.org/stable/27969906
32-Tatjana, V. (2014). peer assessment as active learning method. ICOTS9, Contributed Paper – Refereed, The Netherlands: International Statistical Institute. Iase-web.org.
33-Taras, M. (2005). Assessment – summative and formative – some theoretical reflections. British Journal of Educational Studies, Vol.53, No.4, 466–478. ISSN 0007-1005.
34-Thomas, G., Martin, D. and Pleasants, K. (2011). Using self- and peer-assessment to enhance students’ future-learning in higher education. Journal of University Teaching & Learning Practice,8(1), 1-17
35-Topping, K., J. (2009). Peer assessment. Theory Into Practice, Vol. 48, No. 1,pp. 20-27.Taylor & Francis, Ltd. DOI: 10.1080/00405840802577569. Retrieved from https://www.jstor.org/stable/40071572
36-Xing, w., Wadholm, R., Petakovic, E. and Goggins, S. (2015). Group Learning Assessment: Developing a Theory-Informed Analytics. International Forum of Educational Technology & Society, Vol.18, No.2, pp.110-128. Retrieved from https://www.jstor.org/stable/10.2307/jeductechsoci.18.2.110
37-Webb, N. M., Nemer,K.,M., Chizhik,A.,W. and Sugrue, B. (1998). Equity Issues in Collaborative Group Assessment: Group Composition and Performance. American Educational Research Journal, Vol. 35, No.4, pp. 607-651. Retrieved from https://www.jstor.org/stable/1163461
38-Wenger, E. & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78 (1), 139-145.
39-Wen, L. M., Tsai, Ch. (2006). University students’ perceptions of and attitudes toward (online) peer assessment. Higher Education (2006) 51: 27–44, DOI 10.1007/s10734-004-6375-8.
40-Woods, D., R. (1987). Student self – performance assessment. Journal of College Science Teaching, Vol.16, No.6, 565-568,570. https://www.jstor.org/stable/42987324
2-Andrade, H. and Valtcheva, A. (2009). Promoting Learning and Achievement through Self-Assessment. Theory Into Practice, Vol.48, No.1, pp.12-19. https://www.jstor.org/stable/40071571
3-Bailey, K. D. (1982). Methods of social research. New York: The free press.
4-Bell, Ch. and Keaney, D. (1995). Teaching justice? An experiment in group work and peer assessment. The Liverpool law Review. Vol. XVII (1).
5-Bryant, A., Carelss, R. (2009). Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation? Educ Res Policy Prac, DOI 10.1007/s10671-009-9077-2.
6-Bouzidi, L. and Jaillet, A. (2009). Can online peer assessment be trusted? International Forum of Educational Technology & Society, Vol. 12, No.4, pp. 257-268. https://www.jstor.org/stable/10.2307/jeductechsoci.12.4.257
7-Densocombe, M. and Robins, L. (1980). self-assessment and essay writing. American sociological Association, vol.8, No.1, pp. 63-78. https://www.jstor.org/stable/1317048
8-Elizabeth B., Sarah D., and Brendan H. (2014). Using peer & self-assessment for group work. 4th Annual LTSN-ICS Conference, NUI Galway, 2003 LTSN Centre for Information and Computer Sciences. www.dur.ac.uk/computer.science/SEER
9-Espasa A., Guasch T., Mayordomo R.M., Martínez-Melo M. & Carless D. (2018). A Dialogic Feedback Index measuring key aspects of feedback processes in online learning environments. Higher Education Research & Development, DOI:10.1080/07294360.2018.1430125.
10-Falchikov, N. and Goldfinch, J. (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research, Vol.70, No.3, 287-322. retrieved from https://www.jstor.org/stable/1170785
11-Gouda, M. (2008). Basic statistical analysis using (Spss), Jordan, Oman. Dar Al-Awael for publication and distribution.
12-Hasan, Ihsan, Mohammad and Abdulhsein, Z. (1982). social statistic, Mosul, Book house for printing and publishing.
13-Hernandez, R. (2012). Does continuous assessment in higher education support student learning? High Educ, pp64:489–502. DOI 10.1007/s10734-012-9506-7
14-Issa, T. (2012). Promoting learning skills through teamwork assessment and self/peer evaluation in higher education. IADIS International Conference on Cognition and Exploratory Learning in Digital Age. ISBN: 978-989-8533-12-8
15-Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity (ASHE-FRIC Higher Education Rep.No.4). Washington, D.C.: George Washington University, School of Education and Human Development.
16-Johnson, David W., Roger T Johnson, and Karl A. Smith, (1991). Cooperative Learning Increasing College Faculty Instructional Productivity. ASHE-ENC Higher Education Report No. 4. Washington, D.C.: The George Washington University, School of Education and Human Development.
17-Kemal et al. (2018). Exploring Effectiveness of Classroom Assessments for Students’ Learning in High School Chemistry. Research in science education, retrieved from https://doi.org/10.1007/s11165-018-9757-0
18-Kilic, G., B. and Cakan, M. (2007). Peer assessment of elementary science teaching skills. Journal of Science Teacher Education, Vol.18, No.1, pp. 91-107.Springer, retrieved from https://www.jstor.org/stable/43156408
19-Kim, M. and Ryu, J. (2013). The development and implementation of a web-based formative peer assessment system for enhancing students' metacognitive awareness and performance in ill-structured tasks. Educational Technology Research and Development, Vol.61, No.4, pp. 549-561. DOl 10.1007/sl 1423-012-9266-1.
https://www.jstor.org/stable/24546653
20-Kim-Daniel Vattøy, Siv M. Gamlem & Wenke Mork Rogne (2020). Examining students’ feedback engagement and assessment experiences: a mixed study, Studies in Higher Education, DOI: 10.1080/03075079.2020.1723523.
21-Lu, J. and Law, N. (2012). Online peer assessment: effects of cognitive and affective feedback. Instructional Science, Vol.40, No.2, pp. 257-275. Retrieved from https://www.jstor.org/stable/43575413
22-Martinez, D. (2008). Reviewed Work(s): Self, Peer, and Group Assessment in E-Learning by Tim S. Roberts. Society for Technical Communication, Vol.55, No.2, pp. 213-214, retrieved from https://www.jstor.org/stable/43092448
23-McKeachie, Wilbert, Paul Pintrich, Lin Yi.Guang, and David Smith. (1986). Teaching and Learning in the College Classroom: A Review of the Research Literature. Ann Arbor: Regents of the Univ. of Michigan.
24-McDonald,B. (2007). Self-assessment for understanding. The Journal of Education, Vol. 188, No. 1, pp. 25-40. Retrieved from https://www.jstor.org/stable/42744121
25-McGarr, O. and Clifford, M., A. (2013). Just enough to make you take it seriously': exploring students' attitudes towards peer assessment. Higher Education, Vol.65, No.6, pp. 677-693. DOI 10.1007/s 10734-012-9570-z., retrieved from https://www.jstor.org/stable/23481591
26-Omer, Maan, Khalil. (1996). Research methods in sociology. Oman, Shrooq house.
27-Ozogul, G. and Sullivan, H. (2009). Student Performance and Attitudes under Formative Evaluation by Teacher, Self and Peer Evaluators. Educational Technology Research and Development, Vol.57, No.3, 393-410. Retrieved from https://www.jstor.org/stable/40388636
28-Reitenauer, L., V. and Carpenter, L., R. (2018). Assessment as critical programmatic reflection. The Journal of General Education, Vol. 67, No. 3-4, pp. 226-245. Penn State University Press. Retrieved from https://www.jstor.org/stable/10.5325/jgeneeduc.67.3-4.0226
29-Sarantakos, S., S. (1993). Social Research. Macmillan press Ltd.
30-Seldin, P. (1982). Self-assessment of college teaching. Improving College and University Teaching, Vol. 30, No. 2, 70-74. Taylor & Francis, Ltd. Retrieved from https://www.jstor.org/stable/27565488
31-Stallings, V. and Tascoine, C. (1996). student self-assessment and self- evaluation.
National Council of Teachers of Mathematics, Vol. 89, No. 7, 548-554. Retrieved from https://www.jstor.org/stable/27969906
32-Tatjana, V. (2014). peer assessment as active learning method. ICOTS9, Contributed Paper – Refereed, The Netherlands: International Statistical Institute. Iase-web.org.
33-Taras, M. (2005). Assessment – summative and formative – some theoretical reflections. British Journal of Educational Studies, Vol.53, No.4, 466–478. ISSN 0007-1005.
34-Thomas, G., Martin, D. and Pleasants, K. (2011). Using self- and peer-assessment to enhance students’ future-learning in higher education. Journal of University Teaching & Learning Practice,8(1), 1-17
35-Topping, K., J. (2009). Peer assessment. Theory Into Practice, Vol. 48, No. 1,pp. 20-27.Taylor & Francis, Ltd. DOI: 10.1080/00405840802577569. Retrieved from https://www.jstor.org/stable/40071572
36-Xing, w., Wadholm, R., Petakovic, E. and Goggins, S. (2015). Group Learning Assessment: Developing a Theory-Informed Analytics. International Forum of Educational Technology & Society, Vol.18, No.2, pp.110-128. Retrieved from https://www.jstor.org/stable/10.2307/jeductechsoci.18.2.110
37-Webb, N. M., Nemer,K.,M., Chizhik,A.,W. and Sugrue, B. (1998). Equity Issues in Collaborative Group Assessment: Group Composition and Performance. American Educational Research Journal, Vol. 35, No.4, pp. 607-651. Retrieved from https://www.jstor.org/stable/1163461
38-Wenger, E. & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78 (1), 139-145.
39-Wen, L. M., Tsai, Ch. (2006). University students’ perceptions of and attitudes toward (online) peer assessment. Higher Education (2006) 51: 27–44, DOI 10.1007/s10734-004-6375-8.
40-Woods, D., R. (1987). Student self – performance assessment. Journal of College Science Teaching, Vol.16, No.6, 565-568,570. https://www.jstor.org/stable/42987324
منشور
2021-07-26
كيفية الاقتباس
Assist. Prof. Dr.Miran Mohammad Salih, & Zina Adil Ismail Chaqmaqchee. (2021). Attitudes of University Students in Kurdistan region of Iraq towards Different Methods of Evaluation. Journal of Arts, Literature, Humanities and Social Sciences, (69), 283-298. https://doi.org/10.33193/JALHSS.69.2021.536
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