EFL Thai Students’ Rating Performances in Self- and Peer-Assessments of Writing: A Many-Facets Rasch Analysis

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Apichat Khamboonruang


Despite the value of self- and peer-assessments in supporting learning, research reports mixed findings about self- and peer-assessments of writing, raising intriguing queries about the validity and utility of student-led assessment in a writing classroom. Applying a many-facets Rasch measurement approach, this quantitative study investigated 53 EFL Thai undergraduates’ rating performances in self- and peer-assessments of writing during an ongoing classroom in a university setting. Main findings revealed that self-assessors tended to rate more leniently and heterogeneously than peer-assessors whose severity levels were far more homogeneous and closer to the level of teacher severity. Across self- and peer-ratings, students could observably distinguish writing performance quality, thereby assigning varying scores across rubric criteria, and lower-ability students were more variable in their levels of severity than those of high ability. The findings highlight the main and interaction effects of student-led assessment type and writing ability level on students’ rating performances. That is, students’ rating performances vary according to different types of student-led assessment and different levels of ability. More specifically, assessment type exercises a greater bearing on lower-ability raters’ rating variability, while ability level exerts a stronger influence on self-raters’ rating variability. The findings provide implications for student-led assessment design and research in the classroom context.


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Khamboonruang, A. (2023). EFL Thai Students’ Rating Performances in Self- and Peer-Assessments of Writing: A Many-Facets Rasch Analysis. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 221–245. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/263440
Research Articles
Author Biography

Apichat Khamboonruang, Department of Western Languages and Linguistics, Faculty of Humanities and Social Sciences, Mahasarakham University, Thailand

A lecturer of English in the Department of Western Languages and Linguistics at Mahasarakham University. He holds an MA in English as an International Language from Chulalongkorn University and a PhD in Applied Linguistics from the University of Melbourne. His research interests include rater-mediated language assessment and language test development and validation. (ORCID iD: 0000-0002-7182-3501)


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