Designing student peer assessment in higher education: analysis of written and oral peer feedback (original) (raw)
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Learning to write in English as a foreign language has become one of the basic skills for those who need and want to read and produce academic discourse. The problems of EFL learners in connection with writing are usually related to the transfer of knowledge of their mother tongue in terms of lexical structures, text conventions and line of argumentation. In that context, error treatment and adequate feedback have a huge impact on the level of attainment and progress in the field of writing. The aims of this small-scale study were to find the correlation between different types of feedback and types of learning, and to determine the effects of these variables on the level of attainment of students in reference to specific written assignments. Both quantitative (descriptive statistics based on the percentage share within the structures of the categories) and qualitative methods were used. The results of the study indicate that the preferences for a specific type of feedback are culture-specific and that a collaborative task-based approach had a positive impact on improving specific skills related to writing and giving and receiving feedback. The findings led to the suggestion to include more of these activities in curricula and to redesign assessment methods as providing and responding to adequate feedback has huge pedagogical implications for deep learning. EFL, writing in a foreign language, feedback, collaborative task-based approach.
A collaborative writing approach: Methodology and student assessment
LANGUAGE TEACHER, 2011
The Language Teacher » FeaTure arTICle | 5 Keywords collaborative writing, peer editing, student feedback, university writing program This paper will review a collaborative writing methodology designed for the authors' eFl university classes in which students work in pairs to produce co-authored paragraphs and essays. Throughout the step-by-step procedure, students use the target language to plan, negotiate, draft, and revise their writing assignments, and thus make meaningful, task-oriented use of multiple skills at all stages of the process. at the end of the year-long course, the authors asked their students to submit written feedback about their experience in order to assess the efficacy of the collaborative approach. This paper provides background information on collaborative writing, outlines the actual program put into place, analyzes student feedback and concludes with suggestions for improvements that could be made to the program. 本論では、 著者らが大学のEFLクラスのため に考案した協働的ライティング手法について 概説する。 この手法では、 学生が2人１組で パラグラフとエッセイを作成する。学生は段 階的な手順に従い、 目標言語を使ってライテ ィング課題の計画、交渉、 草案、 修正を行う ことで、 プロセスの各段階において複数のス キルを有意義かつタスク指向型の方法で用 いる。 １年間のコースの終わりに、 この協働 的ライティング手法の効果を評価するため、 学生達自身の体験について書面によるフィー ドバックを求めた。本論では、 協動的ライテ ィングの背景と実際に導入されたプログラム の概要について述べ、 学生からのフィードバ ックを精査し、最後にプログラムを改善する ための提言を行う。
2019
Despite the wide use of peer assessment, questions about the helpfulness of peer feedback are frequently raised. In particular, it is unknown whether, how and to what extent peer feedback can help solve problems in initial texts in complex writing tasks. We investigated this research gap by focusing on the case of writing literature reviews in an academic writing course. The dataset includes two drafts from 21 students, sampled to represent a wide range of document qualities, and 84 anonymous peer reviews, involving 1,289 idea units. Our study revealed that: (1) at both substance and high prose levels, drafts of all quality levels demonstrated more common problems on advanced writing issues (e.g. counter-argument); (2) peer feedback was driven by difficulty of the problem rather than overall draft quality, peer comments were not well aligned with the relative frequency of problems, more comments were given to less difficult problems; (3) peer feedback had a moderate impact on revision, and importantly, receiving multiple comments on the same issue led to more repairs and improvement of draft quality, but consistent with the comments received, authors tended to fix basic problems more often. Implications for practice and research are drawn from these findings.
Peer evaluation in writing: How to implement efficiently
International Online Journal of Education and Teaching (IOJET), 2021
The aim of this paper is to investigate the most efficient ways to apply peer evaluation in writing courses, and a lack of studies on the views of students' experienced difficulties while responding to their peers' papers is the starting point of this paper. For this cause, the case study method was implemented, including an interview conducted with prep-class students (N=37) who attended a writing course for two semesters and a review of literature of related papers written over the past five years that specifically focuses on the ways to develop peer-evaluation skills of students. Both the interview and the relevant previous studies were analyzed through content analysis. As a result of the study, it was found that the challenges that students experienced were because of a lack of ability in language usage and having an avoidant personality, not having clear purposes for evaluation, a lack of ability in dominating the relevant terminology, and having difficulty in finding content and organization related mistakes. Consequently, students need effective training on peer evaluation to enhance their skills beforehand. The suggestions collected thanks to the literature review is expected to be helpful in this respect.
Measuring Peer Feedback on Writing Class: A Study on Third-Semester Pre-Service English Teachers
Lingua Cultura
This research aimed to measure the contributions of students’ peer feedback set in the collaborative writing class. Of 144 population, 55 undergraduate English education students were involved as the participants in a quasi-experimental research design which was conducted through a non-randomized five experimental and five control groups. There were 25 experimental participants attended in the regular classes with the collaborative writing class syntax, namely; genres selection, problem-based learning, genres, and peer feedback practices, while other 30 control participants naturally attended in the same activity. Data were collected through the collaborative writing’s pre- and post-test, and peer feedback instruments within four weeks of the lectures. Data analysis used the Mann-Whitney U, and Wilcoxon signed rank tests. The findings show that the collaborative writing’s peer feedback positively contributes to students’ writing skills and learning awareness resulted in the post-tes...