The effectiveness of teachers' self-assessment and peer assessment on EFL basic stage teachers' professional competence in Jordan

Other Title(s)

فعالية التقييم الذاتي و تقييم الأقران على الكفاية المهنية لمعلمي اللغة الانجليزية في المرحلة الأساسية في الأردن

Dissertant

Qawasimah, Muhammad Ali Jad Allah Ibrahim

Thesis advisor

al-Smadi, Uqlah Mahmud

Comitee Members

Hamdan, Jihad
al-Abd al-Haqq, Fawwaz
al-Jadri, Adnan Husayn

University

Amman Arab University

Faculty

Faculty of Educational Sciences and psychological

Department

Department of Curriculum and Instruction

University Country

Jordan

Degree

Ph.D.

Degree Date

2007

English Abstract

The Present Study aimed to investigate the effectiveness of teachers' self assessment and peer assessment on EFL basic stage teachers' professional competence in Jordan at Irbed Third Directorate of Education. The subjects of the study were 20 EFL teachers chosen from the target community which comprised 70 teachers.

They were BA.

holders with an experience ranging one to five years in teaching English in the Upper Basic Stage at Irbed Third Directorate of Education during the academic year 2006-2007. The present study attempted to answer the following questions: 1- What are the professional competencies required for the EFL Basic Stage teachers in Jordan? 2- What is the effect of using self assessment technique on improving EFL Jordanian teachers' Basic Stage professional competence? 3- What is the effect of using peer assessment technique on improving EFL Basic Stage teachers' professional competence? 4- Are there any statistically significant differences between the effect of peer assessment and self assessment in improving professional competence? To answer these questions, the researcher developed a needs analysis questionnaire, an observation checklist, and a test.

The researcher also prepared interview questions for the subjects of the study to test the effectiveness of the training program.

Means, standard deviations and paired samples T-test were used to analyze the results of the study. The results of the study were as follows: 1- The results of the needs analysis indicated that teachers are in need of six categories of competencies: planning, methods of teaching, classroom management, instructional technology and co-curricular activities, evaluation and problem solving. 2- There are statistically significant differences at (a =0.05) between the teachers' observation scores of the self assessment group in the three stages of teachers' observation, and there are also statistically significant differences at (a =0.05) between the supervisor's observation scores to the teachers in the three stages.

The overall mean scores for assessing the teachers themselves in the after-training stage is (3.48) compared to (3.09) in the pre-training stage, and the overall mean scores for the supervisor's observations to the teachers in the after-training stage is (3.68) compared to (2.21) in the pre-training stage.

This shows that the self-assessment technique is very useful and effective technique in developing teachers' professional competencies. 3- There are no statistically significant differences between the teachers' observation scores in the pre-training and the after-training stages for the peer assessment group in all domains.

There are also no statistically significant differences in the overall mean scores in favor of pre-training.

The overall mean scores for assessing the teachers each other in the pre-training stage is (2.94) compared to (2.93) in the after-training stage, and the overall mean scores for the supervisor's observations to the teachers in the pre-training stage is (2.08) compared to (3.19) in the after training stage.

This shows that peer-assessment technique could be useful and effective if the teachers take it seriously. 4- There are statistically significant differences at (a =0.05) between the participants' mean post scores in all domains in favor of the self-assessment group due to the training course in improving the teachers' professional competence.

The overall mean scores of the post-test for the self-assessment group is (45.10) compared to (34.00) for the peer-assessment group. In light of the findings of the study, it was recommended that a special center for teaching effectiveness should be built to provide ongoing training.

It was also recommended to put self-assessment into action at schools.

It was also recommended to approve of the researcher's proposed training program and the observation checklist by the Ministry of Education, to activate the peer-assessment technique by the educational authorities, and finally to conduct other studies on other samples to investigate and confirm the results of the study.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Teachers
• Learning
• Second language learning
• Jordan
• English language

No. of Pages

320

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-435299