UNLEASHING HIDDEN POTENTIALS: THE EFFECT OF SELF-RECORDING IN LANGUAGE ASSESSMENT
(1) Universitas Katolik Indonesia Santu Paulus, Indonesia
(*) Corresponding Author
Abstract
The purpose of this study was to know the effects of using self-recording in peer and self-assessment in language learning. This mixed-method research design with post-test control groups utilized speaking tests, rubrics, self-assessment checklists, interview guides, and teaching scenarios to collect data. Instrument preparation, validation, and reliability tests were all part of rigorous data-gathering procedures. Using stratified random sampling, participants were divided into control and experimental groups. Each group received different treatment, using self-recording for peer and self-assessment in the experimental group and traditional oral presentations in the control group. Speaking performances by students were recorded for self-and peer assessment, whereas the control group was assessed using a teacher's criteria. The results of the posttest showed that the experimental group fared much better than the control group, demonstrating the superior effectiveness of self-recording in enhancing speaking skill. In addition, the results of the interview confirmed that self-recording is meaningful for self-control, feedback, time-shifted assessment, equity, and fairness. More importantly, the transformative power of self-recording in assessments highlights the critical function of self-recording in strengthening self-regulation abilities. Thus, in educational and assessment contexts, this technique has the potential to unleash hidden self-regulation capacities, resulting in deep personal development and positive transformations.
Keywords
Full Text:
PDFReferences
Adachi, C., Tai, J. H., & Dawson, P. (2017). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 43(2), 294–306. https://doi.org/10.1080/02602938.2017.1339775
Adarkwah, M. A. (2021). The Power of Assessment Feedback in Teaching and Learning: A Narrative Review and Synthesis of the Literature. SN Social Sciences, 1(3), 1–44. https://doi.org/10.1007/s43545-021-00086-w
Alkhannani, B. M. (2021). The Effectiveness of Collaborative Teaching and Learning and Engaging Students as Partners on English Language Teaching in Saudi Arabia. Theory and Practice in Language Studies, 11(10), 1288–1294. https://doi.org/https://doi.org/10.17507/tpls.1110.17 The
Alt, D., & Raichel, N. (2020). Problem-based learning, self- and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education, 37(2), 370–394. https://doi.org/10.1080/02671522.2020.1849371
Asuncion, M., & Encalada, R. (2019). Perceptions about Self-recording Videos to Develop EFL Speaking Skills in Two Ecuadorian Universities. Journal of Language Teaching and Research, 10(1), 60–67. https://doi.org/http://dx.doi.org/10.17507/jltr.1001.07
Black, P., & Wiliam, D. (2018). Classroom Assessment and Pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 1–25. https://doi.org/10.1080/0969594X.2018.1441807
Darong, H. C., & Niman, E. M. (2021). Do Teacher Questions Function as Assessment for Learning? Randwick International of Education and Linguistics Science (RIELS) Journal, 2(3), 437–454.
Gitsaki, C., & Robby, M. A. (2018). Benefits of Language Assessment. In The TESOL Encyclopedia of English Language Teaching (pp. 1–6). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0805
Hager, K. D., Fiechtl, B. J., & Gunn, S. (2020). Assessing Student Performance Using Video Recordings in Field-Based Experiences. Journal on Empowering Teaching Excellence, 4(2), 7–13. https://doi.org/https://doi.org/10.26077/60ee-875f
Hervas, G., Medina, J. L., & Sandín, M. P. (2020). Participants ’ views of the use of video in lesson study in higher education in Spain: An exploratory multiple case study. Journal of Research on Technology in Education, 52(4), 461–473. https://doi.org/10.1080/15391523.2020.1734509
Hoo, H., Deneen, C., & Boud, D. (2021). Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation in Higher Education, 47(3), 444–457. https://doi.org/10.1080/02602938.2021.1925871
Ketabi, S. (2014). Classroom and Formative Assessment in Second/Foreign Language Teaching and Learning. Theory and Practice in Language Studies, 4(2), 435–440. https://doi.org/10.4304/tpls.4.2.435-440
Le, H., Janssen, J., & Wubbels, T. (2017). Collaborative Learning Practices: Teacher and Student Perceived Obstacles to Effective Student Collaboration. Cambridge Journal of Education, 48(1), 1–20. https://doi.org/10.1080/0305764X.2016.1259389
Matthews, L. (2019). Should We Use Video Technology for Giving Feedback? Higher Education Pedagogies, 4(1), 476–487. https://doi.org/10.1080/23752696.2019.1669480
Panadero, E., Alonso-Tapia, J., & Huertas, J.A. (2012). Rubrics and Self-assessment Scripts Effects on Self-regulation, Learning and Self-efficacy in Secondary Education. Learning and Individual Differences, 22(6), https://doi.org/806–813. doi:10.1016/j.lindif.2012.04.007.
Panadero, E., & Jonsson. A, (2013). The Use of Scoring Rubrics for Formative Assessment
Purposes Revisited: A Review. Educational Research Review, 9(June), 129–144. https://doi.org/10.1016/j.edurev.2013.01.002.
Panadero, E., Brown, C., & Courtney, M. (2014). Teachers’ Reasons for Using Self-assessment: A Survey Self-report of Spanish Teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365–383. https://doi:10.1080/0969594X.2014.919247.
Panadero, E., Jonsson, A., & Strijbos, W. (2016). Scaffolding Self-regulated Learning through Self-assessment and Peer Assessment: Guidelines for Classroom Implementation.” In Assessment for Learning: Meeting the Challenge of Implementation, edited by D. Laveault and L. Allal, 311–326. Boston, MA: Springer.
Panadero, E., & Brown. G.T.L., (2017). Teachers’ Reasons for Using Peer Assessment: Positive Experience Predicts Use. European Journal of Psychology of Education, 32(1). https://doi.org/133–156. doi:10.1007/s10212-015-0282-5
Panadero, E., Jonsson, A., & Alqassab, M. (2018). Providing Formative Peer Feedback: What Do We Know? In The Cambridge Handbook of Instructional Feedback, edited by A. A. Lipnevich and J. K. Smith, 409–431. Cambridge: Cambridge University Press.
Panadero, E., ipnevich, A., & J. Broadbent, J. (2019). Turning Self-assessment into Self-feedback. In The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, edited by D. Boud, M. D. Henderson, R. Ajjawi, and E. Molloy, 147–163. London: Palgrave Macmillan.
Panadero, E., Fernández-ruiz, J., & Sánchez-iglesias, I. (2020). Secondary Education Students’ Self-Assessment: The Effects of Feedback, Subject Matter, Year Level, and Gender. Assessment in Education: Principles, Policy & Practice, 27(6), 1–28. https://doi.org/10.1080/0969594X.2020.1835823
Prior, M. T. (2011). Self-presentation in L2 Interview Talk : Narrative Versions , Accountability , and Emotionality. Applied Linguistics 2011:, 32(1), 60–76. https://doi.org/10.1093/applin/amq033
Ramos, J. L., Cattaneo, A. A. P., Jong, F. P. C. M. De, & Gonçalo, R. (2022). Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning . A review of the state of the art. Journal of Research on Technology in Education, 54(5), 695–718. https://doi.org/10.1080/15391523.2021.1911720
Ritchie, S. M. (2016). Self-assessment of video-recorded presentations : Does it improve skills? Active Learning in Higher Education, 17(3), 207–221. https://doi.org/10.1177/1469787416654807
Ryan, T., Henderson, M., & Phillips, M. (2020). Digitally recorded assessment feedback in a secondary school context: student engagement , perception and impact. Technology, Pedagogy and Education, 29(3), 311–325. https://doi.org/10.1080/1475939X.2020.1744479
Seifert, T., & Feliks, O. (2018). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169–185. https://doi.org/10.1080/02602938.2018.1487023
Shadiev, R., Yang, L., & Huang, Y. M. (2021). A review of research on 360-degree video and its applications to education. Journal of Research on Technology in Education, 54(5), 784–799. https://doi.org/10.1080/15391523.2021.1928572
Stark, K. S., Wekerle, C., Bischoff, A., Schweiger, M., Peuschel, K., Proske, K., … Sophie, K. (2023). A heuristic framework for video-based teaching and learning scenarios in higher education. Journal of Research on Technology in Education, 1–12. https://doi.org/10.1080/15391523.2023.2242980
Swaffield, S. (2011). Getting to the Heart of Authentic Assessment for Learning. Assessment in Education: Principles, Policy & PracticeAqua, 18(4), 433–449. https://doi.org/http://dx.doi.org/10.1080/0969594X.2011.582838
Tailab, M. M. K., & Marsh, N. Y. (2020). Use of Self- Assessment of Video Recording to Raise Students‘ Awareness of Development of Their Oral Presentation Skills. Higher Education Studies, 10(1), 16–28. https://doi.org/10.5539/hes.v10n1p16
Wanner, T., & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43(7), 032-1047. https://doi.org/10.1080/02602938.2018.1427698
Widiastuti, I. A. S., & Saukah, A. (2017). Formative Assessment in EFL Classroom Practices. Bahasa Dan Seni, 45(1), 50–63.
Winstone, N. E., & Boud, D. (2020). The Need to Disentangle Assessment and Feedback in Higher Education. Studies in Higher Education, 0(0), 1–12. https://doi.org/10.1080/03075079.2020.1779687
Wylie, E. C. (2020). Observing Formative Assessment Practice: Learning Lessons Through Validation. Educational Assessment, 25(4), 1–8. https://doi.org/10.1080/10627197.2020.1766955
Wylie, E. C., & Lyon, C. J. (2020). Developing a Formative Assessment Protocol to Support Professional Growth. Educational Assessment, 25(4), 1–17. https://doi.org/10.1080/10627197.2020.1766956
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of Self-Assessment Diaries on Academic Achievement, Self-Regulation, and Motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 1–22. https://doi.org/10.1080/0969594X.2020.1827221
Yeh, H., Heng, L., & Tseng, S. (2020). Exploring the impact of video making on students ’ writing skills. Journal of Research on Technology in Education, 53(4), 446–456. https://doi.org/10.1080/15391523.2020.1795955
Zheng, L., Cui, P., Li, X., & Huang, R. (2017). Synchronous discussion between assessors and assessees in web-based peer assessment: impact on writing performance, feedback quality, meta- cognitive awareness and self-efficacy. Assessment & Evaluation in Higher Education, 43(3), 500–514. https://doi.org/10.1080/02602938.2017.1370533
Zheng, L., Zhang, X., & Cui, P. (2019). The role of technology-facilitated peer assessment and supporting strategies : a meta-analysis. Assessment & Evaluation in Higher Education, 45(3), 372–386. https://doi.org/10.1080/02602938.2019.1644603
DOI: http://dx.doi.org/10.24127/pj.v13i1.9020
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published by Universitas Muhammadiyah Metro
Scientific Publication Unit (UPI)
Gd. HI, Lt1 Kampus 1 Universitas Muhammadiyah Metro
Jl. Ki Hajar Dewantara 116 A
Kota Metro Lampung 34145 Indonesia
Email : help.upi@ummetro.ac.id
Phone : +62-725-42445
Fax : +62-725-42454
Mobile : +62-8570914-1060
Certificate of Accreditation (Volume 11 No 1, 2022-Volume 15 No 2, 2026
