The Role of Some Selected Psychological and Personality Traits of the Rater in the Accuracy of Self- and Peer-Assessment.

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How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “Analysis of the assessment of oral presentation skills mainly results in an overview of studies about selfand peer-assessment of individual (oral) presentation skills (AlFallay, 2004; Campbell et al., 2001; Cheng and Warren, 2005; Hafner and Hafner, 2003; Hughes and Large, 1993; Langan et al., 2005;”
The effects of self-assessment among young learners of English (2010, background): “…1990); age (Butler and Lee, 2006); the extent to which the students can use episodic memory to exercise the skills that are assessed (Ross, 1998); students’ language anxiety levels (MacIntyre et al., 1997); and their self-esteem and motivation (AlFallay, 2004; Anderson, 1982; Dornyei, 2001).”
Learning to self-assess oral performance in English: A longitudinal case study (2008, background): “Some studies have reported agreement between students’ self-awarded ratings and ratings awarded by their teacher (AlFallay, 2004; Chen, 2006) or between scores that students expected to get on a test and those they actually obtained (Bachman & Palmer, 1989; LeBlanc & Painchaud, 1985).”