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Abstract Abstract: To promote advanced language competency, students are required to explore an effective and individualized grammatical system actively. For this purpose, teacher’s role in the classroom should also be updated. This study
tested multiple hypotheses for an advanced grammar course and explored the impact of the authority of teachers on students. Questionnaires and in-class observation confirmed the appropriateness of the proposed variables including the textbook, workload and classroom management strategies. The impact of teachers’ authority on students was explored through a project where students participated in peer assessment and self-evaluation followed by a questionnaire as well. Many Facet Rasch Measurement model and chi-square analyses were applied to the empirical data. Results showed a strong impact of authorities but also supported the critical thinking and evaluation competency of the students. This paper demonstrated a course development that is student-centered and provided suggestions for self-regulated learning and classroom teaching and assessment at the college level.
Key words: student-centered learning； grammar pedagogy； peer assessment；MFRM
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