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Effect of Peer Feedback on Self-assessment in Writing
https://doi.org/10.34577/00004616
https://doi.org/10.34577/000046164d05d074-1636-4e28-80bf-b6deac039dda
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Effect of Peer Feedback on Self-assessment in Writing (390.7 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2020-02-26 | |||||
| タイトル | ||||||
| タイトル | Effect of Peer Feedback on Self-assessment in Writing | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34577/00004616 | |||||
| ID登録タイプ | JaLC | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者 |
Peloghitis, John
× Peloghitis, John |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Self-assessment and peer feedback have been widely recognized as valuable pedagogical tools to promote autonomy and motivation in second language learners. However, their effectiveness is undermined if they are poorly implemented and fail to foster the skills students need to evaluate their own work. This paper examines the impact that peer feedback has on helping students to assess their writing performance. Self-ratings and ratings by independent raters on five areas of writing were collected from two essays and examined in two groups of students over a year-long writing course: twenty students who assessed themselves after peer revision and twenty-three students who assessed themselves after self-revision. T-tests were conducted to determine if significant differences exist in the level of agreement between students and raters and if these differences decrease over time due to the presence of peer feedback. The data suggests that the group engaging in peer feedback made greater progress in overcoming significant gaps in agreement, particularly in overall essay score and grammar. The results indicate that more attention is needed to create opportunities to integrate peer assessment exercises to complement self-assessment as well as other types of alternative assessment in process-oriented writing programs. |
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| 言語 | en | |||||
| 書誌情報 |
ja : 語学研究 巻 34, p. 36-46, 発行日 2019-01-05 |
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| 出版者 | ||||||
| 出版者 | 国際基督教大学 | |||||
| 言語 | ja | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 09133615 | |||||
