Öz ve Akran Değerlendirmenin Ortaokul Öğrencilerinin Konuşma Başarımı ve Kaygısına Etkisinin Karşılaştırılması
A Comparison of the Effects of Self and Peer Assessment on Middle School Students’ Speaking Performance and Speaking Anxiety

Summary/Abstract: This study aims to examine the effects of self and peer-assessment on middle school students’ speaking performance and speaking anxiety. The research was conducted using a quasi-experimental design with a pre-test / post-test control group. The participants consisted of 60 seventh-grade students enrolled in three different classes at a public school affiliated with the Ministry of National Education during the second semester of the 2024 - 2025 academic years. The study included two experimental groups and one control group, each comprising 20 students. In the Experimental Group 1, self-assessment practices were implemented, while in Experimental Group 2, peer-assessment based alternative evaluation processes were applied. The control group followed a traditional assessment approach based on teacher evaluation. Data were collected using the “Speaking Skills Scoring Rubric” and the “Speaking Anxiety Scale.” The implementation process lasted eight weeks. The findings revealed that self, peer and teacher assessment positively affected speaking performance. However while self and peer-assessment had no significant effect on speaking anxiety, teacher assessment was found to increase students’ speaking anxiety.

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