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<p style="text-align:justify;">The present study was designed to investigate&nbsp;the effectiveness of two types of alternative assessment, namely self- and&nbsp;peer-assessment in improving paragraph writing ability of Iranian Intermediate&nbsp;EFL learners. In so doing, 45 female learners who were studying at Pardis&nbsp;institute in Rasht, and in the 18-22 age range, were selected among 90&nbsp;participants based on their performance on OPT. The participants were randomly&nbsp;assigned to two experimental groups and one control group each consisting of 15&nbsp;participants. A pre-test was administered to the three groups. Then, both&nbsp;experimental groups received 10-session treatments that were the use of self-assessment&nbsp;in the experimental group (A) and the use of peer-assessment in the&nbsp;experimental group (B). A post-test was then administered to all the three&nbsp;groups. A statistically significant difference was found between self, peer and&nbsp;traditional assessment. The results also revealed that the experimental group&nbsp;(B) that utilized peer-assessment achieved significantly higher proficiency in&nbsp;paragraph writing than the other two groups. Additionally, the experimental&nbsp;group (A) that received the use of self-assessment outperformed the control&nbsp;group. Based on the findings of this study, language teachers can utilize both&nbsp;kinds of alternative assessment investigated in this study (i.e.&nbsp;self-assessment and peer-assessment) to improve their learners’ paragraph writing ability.</p>

Alternative Assessment: The Impact of Self-assessment vs. Peer-assessment on Iranian Intermediate EFL Learners’ Paragraph Writing Ability

Original Research 

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