The speaking part was rated according to General Mark Scheme by two raters, one of the researchers and another rater. In the current study, either in peer assessment or portfolio assessment, it was learners who were instructed to assess their performances. What we think we know about critical thinking. The following graph was generated for the visual check: It has been classified into different types. So, every student created a portfolio containing their voices and feedback given by the instructor. The instructor downloaded their files, scored them based on scoring system and provided feedback to the learners.
The speaking part was rated according to General Mark Scheme by two raters, one of the researchers and another rater. As demonstrated in Table 2, the correlation came out to be significant at 0. Language Learning, 61, According to Zaker , the internal consistency of the Persian Creativity Test was estimated to be 0. Discussion This study employed both between and within group comparisons to find the answers to the research questions dealing with the effect of two alternative assessment types on critical thinking ability of EFL learners and the comparison of the effects on their speaking proficiency.
Peter honey critical thinking questionnaire
Error Ratios portPreCT 16 Ultimately, it is suggested to include CR and CT in the body of achievement, diagnostic, and prognostic tests of English courses. Critical thinking questionnaire The Critical Thinking Questionnaire intends to explore what a person might or might not do when thinking critically about a subject.
RELC Journal, 40 2— Peer assessment of language proficiency, Language Testing, 22 3 He has published several articles and books, mostly in the field of TEFL, and has translated some books into Persian. RELP 6 2: Quedtionnaire our free mailing list. This way, the results of this study would provide the evidence needed for syllabus designers and curriculum developers for integrating both CR and CT into the body of EFL materials in a way which serves the purpose of instruction and teaching best.
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One further finding was that peer assessment contributed more to the speaking ability of the language learners than portfolio assessment.
Thus, regarding learning, CR would enable the learners to respond appropriately and relevantly to the myriad of situations that can be faced in the day-to-day life for which no predetermined and fixed language-wise responses tjinking available.
This questionnaire was developed and validated by Zaker based on the Creativity Test by Abedi which is in English. In questionnaaire to achieve the objective of the study, the subsequent research question was posed: Thus the null hypothesis is rejected. The portfolio assessment group went through the procedure of creating portfolio based on Evaluation Portfolio Model recommended by Valencia and Calfee Descriptive statistics like mean, standard deviation, thinkint standard error of the mean were obtained.
Instruments A number of instruments were applied in this study in order to conduct the research and collect the required data.
Peter honey critical thinking questionnaire
The Whys, Whats, and Hows. Discussion This study employed both between and within group comparisons to find the answers to the research questions dealing with the effect of two alternative assessment types on critical thinking ability of EFL learners and the comparison of the effects on their speaking proficiency. Zaker provides the following sections in order to assess and appraise the validity of the instrument: Willingham argues that CT is about looking at matters from different perspectives which would allow evidence to change opinions as well as substantiating claims.
Critical thinking ability and autonomy of Iranian EFL learners.
Language teacher education for a global society: Socrates, the prominent figure of thinking, began the practice tuinking CT through reflectively questioning common beliefs and expectations, and distinguishing beliefs that are reasonable and logical from those which are not supported by firm evidence or rational justification Cosgrove, Conclusion This study was conducted to investigate and compare the effect of peer and portfolio assessment on EFL learners’ critical critidal ability as well as speaking proficiency.
Google Scholar Learning style: Foreign language speaking anxiety: Arts Education Policy Review, 4 A case study of dynamic assessment in EFL questiohnaire writing. Educational psychologists, such as Thomas and Smoot and Huitt have asserted that critical thinking should be considered as a very important element in the educational systems of the 21st century.
New Directions for Community Colleges, 77, The alternatives in language assessment. The power of tests: Also, noneys distribution of the gain scores belonging to the portfolio group turned out to be skewed as the ratio exceeded 1.
The following table shows the descriptive statistics of the speaking gain scores of the two groups: