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Self- and Peer-Assessments in the Iranian Context: A Systematic Review
Abstract
Assessment is an integral part of any education. Traditionally, pen-and-paper examinations have been widely used all over the world, although new trends in assessing language ability have put more emphasis on learner autonomy and participation. Self-assessment and peer-assessment are two concepts that have been introduced in alternative assessment. However, teachers in the Iranian context may be reluctant to put these assessment types into practice because they are seen as authority handover. This systematic review examines the research literature on self- and peer-assessment in ELT settings in Iran. Results indicate that enacting these assessment types in the Iranian context is by no means authority handover, and that teachers and students generally have positive attitudes towards them. The review indicates that both self- and peer-assessments can enhance student autonomy in learning and assessment and increase teaching effectiveness. Implications for the Iranian classroom are discussed.
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