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Self-, Peer, and Teacher Assessments of Student Presentation Videos

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Joel P. Rian, Hokkaido Information University; Don Hinkelman, Sapporo Gakuin University; Matthew Cotter, Sapporo Gakuin University

In this study, we examined variation in self-, peer, and teacher assessments in an EFL presentation skills course. This ongoing action research project at Sapporo Gakuin University involves the development of an open-source Moodle LMS module with complex rubrics to evaluate video-recorded student performances. In 2014, over 90% of 63 enrolled students completed self- and peer assessments of their presentation videos using the LMS module. The final grade for each presentation combined teacher, peer, and self-assessments with an 80/10/10% weighting. Students’ self-assessment scores were 8.8% lower and peer assessment scores were 1.3% lower than teacher scores. These results contradicted expectations that students would score themselves and their classmates more leniently. Possible explanations for this are: (a) specifically worded scales in the rubrics and (b) cultural tendencies toward modesty. Teachers considered that student scores were within an acceptable range for incorporation in final grades, and students positively evaluated the video assessment process. 


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