Şahin, Alper

Profile Picture
Profile URL
https://hdl.handle.net/20.500.14411/6688
Name Variants
Şahin, Alper
S., Alper
Şahin A.
Sahin,Alper
Ş., Alper
Alper, Sahin
A., Sahin
Ş.,Alper
Şahin,A.
A.,Sahin
S.,Alper
Sahin, Alper
Sahin,A.
Alper Şahin
Alper, Şahin
A., Şahin
A.,Şahin
Sahın, Alper
Job Title
Yardımcı Doçent
Email Address
alper.sahin@atilim.edu.tr
Main Affiliation
Department of Basic English (Prep School)
Status
Website
http://www.alpersahin.com/
ORCID ID
0000-0001-7750-4408
Scopus Author ID
57040560400
Turkish CoHE Profile ID
48771
Google Scholar ID
uT4y_-UAAAAJ
WoS Researcher ID
T-2425-2019

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Documents

7

Citations

128

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5

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Documents

6

Citations

114

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Scholarly Output

4

Articles

3

Views / Downloads

14/0

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

1

Scopus Citation Count

7

WoS h-index

1

Scopus h-index

1

Patents

0

Projects

0

WoS Citations per Publication

0.25

Scopus Citations per Publication

1.75

Open Access Source

3

Supervised Theses

0

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JournalCount
Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi1
International Journal of Assessment Tools in Education1
Journal of Pedagogical Research1
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Author: Şahin,A.

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  • Thumbnail Image
    Article
    Citation - Scopus: 6
    Feasibility of Using Comparative Judgement and Student Judges To Assess Writing Performance of English Language Learners
    (Duzce University, Faculty of Education, 2021) Şahin,A.
    This study aims to identify how feasible it is to use comparative judgement (CJ) and student judges to assess the writing performance of English language learners. For this purpose, 35 paragraphs written by the students who were enrolled in a freshman Academic Writing course at a semi-private university located in the Turkish Republic of Northern Cyprus were selected and uploaded to http://www.nomoremarking.com website. Ten instructors of the Academic Writing course and 112 students taking the course volunteered to participate in the study. Then, the students were taken into 5 groups according to their writing performance level. In total, around 350 comparisons were done by each group. The results suggested that it could be feasible to use CJ to assess short writing performance like paragraphs if the instructors were experienced and trained. Moreover, instructors liked CJ and described it as a more practical, easier, fairer, faster, more enjoyable way of marking student papers. The students also liked CJ and it was also found that students who were high achievers in paragraph writing might be used to mark student papers through comparative judgement as long as they were trained. © 2021, Duzce University, Faculty of Education. All rights reserved.