Abstract
The current study adopted multiple quantitative methods to investigate the consistency between self-and teacher assessment in a tertiary institution in China. Different from other studies that use the assessment criteria provided by instructors, this study utilised the tutor-student co-constructed criteria for self-and teacher assessment, adapted from the Common European Framework of Reference for Languages (CEFR). It employed three quantitative methods to counteract the limitations of each method and revealed the congruence and disparity of teacher and self-assessment ratings on the same assignments from different perspectives. It provided implications for using self-assessment in English for Academic Purposes (EAP) writing alongside teacher assessment.
Tell me and I forget, teach me and I may remember, involve me and I learn.
—Benjamin Franklin
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Zhao, H., Zhao, B. (2023). Exploring the Consistency Between Self- and Teacher Assessment: Using Co-Constructed Assessment Descriptors in EAP Writing in China. In: Chong, S.W., Reinders, H. (eds) Innovation in Learning-Oriented Language Assessment. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-18950-0_6
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DOI: https://doi.org/10.1007/978-3-031-18950-0_6
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