Contributory Role of Collaborative Assessment in Improving Critical Thinking and Writing

Mansoor Fahim, Mowla Miri, Yaghoub Najafi

Abstract


Instilling critical thinking skills in language learners’ mind and enhancing second language writing are gaining momentum in the field of English language teaching. Though some approaches to meeting these objectives have been proposed, review of the literature revealed that the contributory role of collaborative assessment in fostering critical thinking and second language writing has been overlooked to date. Thus, this study was conducted to delve into this issue. To this aim, two intact intermediate EFL classes in Iran, each of which contains 18 learners, were included in the study; they were randomly assigned to Student-Student (S-S) collaborative assessment and Teacher-Student (T-S) collaborative assessment groups.  After receiving six sessions of treatment, both groups wrote an essay on an IELTS topic. Results of the study indicated that collaborative assessment, regardless of its type, has the potential to foster critical thinking and writing proficiency. Further, it came to light that S-S collaborative assessment group significantly outperformed the T-S collaborative assessment group in terms of gains in critical thinking and writing proficiency. In light of the findings, language teachers are suggested to involve learners in collaborative assessment processes; further, some suggestions are offered at the end to show some fruitful avenues for further research.

 


Keywords


Collaborative assessment, critical thinking, second language writing

Full Text:

PDF

References


Arend, B. (2009). Encouraging critical thinking in online threaded discussions. Journal of Educators Online, 6(1), 1-23.

Azarnoosh, M. (2013). Peer assessment in an EFL context: attitudes and friendship bias. Language Testing in Asia, 3 (11), 1-10.

Berg, E. C. (1999). The effects of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing, 8, 225–241.

Brown, H. D., & Abeywickrama, P. (2010). Language assessment. Principles and classroom practices (2 Ed.). White Plains, NY: Pearson Education.

Buskist, W. & Irons G.J. (2008). Simple strategies for teaching your students to think critically. In D. S. Dunn, J. S. Halonen, and R. A. Smith (Eds.), Teaching critical thinking in psychology: a handbook of best practices (pp.49 -57). UK: Blackwell Publishing Ltd.

Cha, J. (2005). Effects of collaborative assessment on language development and learning. Language Learning Journal, 32, 27 - 37.

Chance, P. (1986). Thinking in the Classroom: A Survey of Programs. New York: Teachers College, Columbia University.

Charge, N., & Taylor, L.B. (1997). Recent developments in IELTS. ELT Journal, 51, (4), 374-380.

Cheng, W., & Warren, M. (2005). Peer assessment of oral proficiency. Language Testing, 22, 93–121.

Elder, L., & Paul, R. (2004). Critical thinking and the art of close reading (part IV). Journal of Developmental Education, 28(2), 36-37.

Ennis, R. H. (1993). Critical thinking assessment. Theory into Practice, 32 (3), 179-186.

Fahim, M., & Pezeshki, M. (2012). Manipulating Critical Thinking Skills in Test Taking. International Journal of Education, 1 (4), 153-160.

Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self assessments. Assessment and Evaluation in Higher Education, 11, 146–165.

Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70, 287–322.

Floyd, C. B. (2011). Critical thinking in a second language. Higher Education Research and Development, 30, 289–302.

Gadzella, B. M., & Baloglu, M. (2003). Psychometric properties of Watson-Glaser Critical Thinking Appraisal for a sample of education majors. Psychol Rep, 92 (3), 1249-1254.

Gardner, H. (1999). 'Assessment in context'. In Murphy, P. (Eds.), Learners, learning and assessment (pp. 90-117). London: Paul Chapman Publishing.

Gieve, S. (1998). Comments on Dwight Atkinson's "A critical approach to critical thinking in TESOL". TESOL Quarterly, 32(1), 123-129.

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7 (1). Retrieved on Jan 14, 2008 from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/pdf/gokhale.pdf.

Hashemi, M. R., & Zabihi, R. (2012). Does critical thinking enhance EFL learners’ receptive skills? Journal of Language Teaching and Research, 3(1), 172-179.

Hopper, C. (2003). Practicing college learning strategies. Boston: Houghton Mifflin Co.

Hu, G. (2005). Using peer review with Chinese ESL student writers. Language Teaching Research, 9, 321–342.

Kabilan, K.M. (2000) Creative and critical thinking in language classroom. Internet TESL Journal, 6/6. http://iteslj.org/Techniques/Kabilan-CriticalThinking.html

Liaw, M. (2007). Content-based reading and writing for critical thinking skills in an EFL context. English Teaching and Learning, 31(2), 45-87.

Mahyuddin, R., Lope Pihie, Z. A., Elias, H., & Konting, M. M. (2004). The incorporation of thinking skills in the school curriculum. Kajian Malaysia, Jld, 22(2), 23-33.

Massa, J., (1997). Alternative assessment of second-language writing: a developmental model. In S. Tchudi (Eds.), Alternatives to grading student writing (pp. 77-89). Urbana: NCTE.

Min, H T. (2006). The effects of trained peer review on EFL students' revision types and writing quality. Journal of Second Language Writing, 15, 118–141.

Paul, R., & Elder, L. (2006). The miniature guide to critical thinking: Concepts and tools. Dillon Beach CA: The Foundation for Critical Thinking.

Pithers, R, T., & Soden, R. (2000). Critical thinking in education: a review. Educational Research, 42, 237-249.

Reid, J. M. (1993). Teaching ESL writing. NJ: Prentice Hall Regents.

Rezaei, S., Derakhshan, A., & Bagherkazemi, M. (2011). Critical thinking in language education. Journal of Language Teaching Research, 2(4), 769-777.

Shirkhani, S., & Fahim, M. (2011). Enhancing critical thinking in foreign language learners. Procedia - Social and Behavioral Sciences, 29, 111-115.

Siegel, H. (1990). The generalizability of critical thinking. Educational Philosophy and Theory, 23, 18-30.

Smith, F. (1990). To think. New York: Teachers College Press.

Sofo, F. (2004). Open your mind: 7 keys to thinking critically. Sydney: Allen and Unwin.

Saito, H. (2008). EFL classroom peer assessment: training effects on rating and commenting. Language Testing, 25, 553–581.

Stanley, J. (1992). Coaching student writers to be effective peer evaluators. Journal of Second Language Writing, 1, 217–233.

Weigle, S.C. (2002). Assessing writing. Cambridge University Press.

Wood, R. (2002). Critical thinking. Retrieved July 20, 2012, from: http://www.robinwood.com/Democracy/GeneralEssays/CriticalThinking.pdf

Yuretich, F. R. (2004). Encouraging critical thinking: Measuring skills in large introductory science classes. Journal of College Science Teaching, 33(3), 40-46.

Zainuddin, H., & Moore, R. A. (2003). Enhancing critical thinking with structured controversial dialogues. The Internet TESL Journal, 9(6). Retrieved July 10, 2012, from http://iteslj.org/Technique/ZainuddinControversial.html

Zhang, J. (2008). A comprehensive review of studies on second language writing. HKBU Papers in Applied Language Studies, 12, 89-123. Retrieved July 20, 2011 from: lc.hkbu.edu.hk/book/pdf/v12_05.pdf‎.




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.3n.1p.1

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2019 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.