The Impact of Omani Twelfth-Grade Students’ Self-Assessment on their Performance in Reading in English Amin Saleh Moheidat & Abdallah Ahmad Baniabdelrahman
Title
The Impact of Omani Twelfth-Grade Students Self-Assessment on their Performance in Reading in English Amin Saleh Moheidat & Abdallah Ahmad Baniabdelrahman
The Impact of Omani Twelfth-Grade Students Self-Assessment on their Performance in Reading in English Amin Saleh Moheidat & Abdallah Ahmad Baniabdelrahman
Keywords: Formative Assessment, Self-Assessment, Authentic Assessment, Autonomous Learning, Strategies of Reading
Authors
Amin Saleh Moheidat
Ministry of Education of Oman
Abdallah Ahmad Baniabdelrahman
Yarmouk University, Jordan
Amin Saleh Moheidat
Ministry of Education of Oman
Abdallah Ahmad Baniabdelrahman
Yarmouk University, Jordan
Bio Data
Amin Saleh Moheidat is an MA holder in TEFL employed by the Ministry of Education in Jordan. He is currently seconded to the Ministry of Education of Oman. His research interests include methods of teaching English as a foreign language.
Dr. Abdallah Ahmad Baniabdelrahman is an associate professor in the Curriculum and Instruction Department at Yarmouk University, Jordan. He is currently the chair of the English Language Skills Department at The Preparatory Year Deanship at King Saud University in Saudi Arabia. He has published widely in the field of English language teaching.
Abstract
This study is aimed at investigating the impact of Omani twelfth-grade students self- assessment on their performance in reading in English. The sample of the study consisted of two groups, an experimental group and a control group, of 39 students each. Both groups were selected in Moosa bin Nusseir School for General Education in Muscat. A reading test adapted from previous General Certificate Exams in the Sultanate of Oman was developed. To collect data about the students progress, the researchers used the technique of students self-assessment through one-minute papers and rating-scale sheets. The findings of the study revealed that the students self-assessment had a positive effect on their performance in reading in English. In light of the findings, it is recommendedthat students be trained on how to use self-assessment to improve themselves. It is also recommended that teachers be aware of the positive effect of students self-assessment on students performance in reading.
This study is aimed at investigating the impact of Omani twelfth-grade students self- assessment on their performance in reading in English. The sample of the study consisted of two groups, an experimental group and a control group, of 39 students each. Both groups were selected in Moosa bin Nusseir School for General Education in Muscat. A reading test adapted from previous General Certificate Exams in the Sultanate of Oman was developed. To collect data about the students progress, the researchers used the technique of students self-assessment through one-minute papers and rating-scale sheets. The findings of the study revealed that the students self-assessment had a positive effect on their performance in reading in English. In light of the findings, it is recommendedthat students be trained on how to use self-assessment to improve themselves. It is also recommended that teachers be aware of the positive effect of students self-assessment on students performance in reading.
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Category: Main Editions, Volume 13 Issue 1
