1. Student’s Perception Toward Teacher- Self- and Peer Evaluation in English Oral Class
Presenter : Hsiao-Wei Cheng
Adviser: Dr. Pi-Ying Teresa Hsu
May 25th, 2009 1

2. Contents I. II. III. Ⅳ. Introduction Research questions
Literature review
III.
Methodology Ⅳ. 2

3. students’perceptions
Introduction
The purpose of my study
students’perceptions
Teacher
evaluation
Self
evaluation
Peer
evaluation
e-Portfolio 3

4. Introduction
Evaluation can be used to “provide constructive criticism and suggestions to improve weak areas and amplify strengths.”
(Boyd, 1989) 4

5. Research questions 1.
How do the high/low achiever students respond to self evaluation in this process?
There is no significant difference between high and low achiever students’ responses in self evaluation. H 5

6. Research questions 2.
How do the high/low achiever students respond to peer evaluation in this process?
There is no significant difference between high and low achiever students’ responses in peer evaluation. H 6

7. Research questions 3.
How do the high/low achiever students respond to teacher evaluation in this process?
There is no significant difference between high and low achiever students’ responses in teacher evaluation. H 7

8. Research questions 4.
What are the high/low achiever students’ responses to the use of e-Portfolio assessment?
There is no significant difference between high and low achiever students’ responses in e-Portfolio. H 8

9. Research questions 5.
Which is the most useful (self, peer and teacher) evaluation for high/low achiever students? 9

10. Literature Review Teacher evaluation Self evaluation Peer evaluation1
Teacher evaluation 2
Self evaluation 3
Peer evaluation 4
e-Portfolio assessment 10

11. Literature Review Teacher evaluation
Teacher evaluations were more complete and accurate than student self-evaluations.
(Olina and Sullivan, 2002) 11

12. Literature Review Self evaluation
Researchers have suggested that self-evaluation has the potential to improve student performance.
(Davies, 2002; Fallows & Chandramohan, 2001). 12

13. Literature Review Peer evaluation
Peer-assessment can play a useful role in writing classes. She mentioned the peer-raters produced fewer bias than the self and teacher raters.
(Matsuno, 2009) 13

14. Literature Review
Portfolio sharing as experienced through paired peer interviews and exceeded the original goals.
(Anna M, 2005) 14

15. Methodology
Research Design
Methodology
Instrumentation
Procedure 15

16. English major students in oral class
Methodology
participants
English major students in oral class
in Chaoyang University
of Technology 16

17. Methodology
high achievers
low achievers 17

18. Methodology
Instrument
evaluation form
Training 18

19. Methodology T test Participants e-Portfolio Questionnaire Procedure
English speech 1
English speech 2
English speech 3
English speech 4
English speech 5
English speech 6
e-Portfolio
T test
Questionnaire 19

20. Methodology teacher’s comments peers’ comments e-Portfolio
self reflection 20

21. Methodology
self reflection
before
during
after 21

22. Methodology Questionnaire Self Peer evaluation Teacher evaluation
e-Portfolio 22

23. Methodology
My topic
Taiwanese Students' Perceptions on Peer Review Activity
Questionnaire design
Rather information from students’ reflection.
Related questionnaire design (Chen, 1998; Heng 1998)
Reliability Validity
Learner attitude (0.81)
Perceived effect (0.85)
Review ability (0.78)
Group participation (0.77)
Usefulness of peer evaluation (0.69)
Learner motivation (0.65)
Timing
10 months
Participant
60 participants (College students) 23

24. Methodology
Topic
A Study on Implementing Writing Portfolio in EFL Classroom in Senior High
Questionnaire design
Designed by researcher and discussed with the researcher’s supervisor
Reliability Validity
Did not mention
Timing
6 months
Participant
43 participants
(senior high 1st ) 24

25. Methodology
Topic
Attitudes and Responses to Portfolio Assessment and Writing Autonomy of Senior High EFL Students
Questionnaire design
Designed by researcher
Reliability Validity
Did not mention
Timing
5 months
Participant
33 participants (12thgrade student) 25

26. Designed by researcher (5 Liker scales)
Methodology
My topic
Student’s perception toward teacher- self- and peer evaluation in English class.
Questionnaire design
Designed by researcher (5 Liker scales)
Reliability
SPSS
Validity
3 experienced EFL professors to confirm the validity of the questionnaire.
Participant
(pilot)
30 students
Revise
(formal) ?
T test 26

27. Thank You! 27