@article{oai:icu.repo.nii.ac.jp:00004789,
 author = {Peloghitis, John},
 journal = {語学研究},
 month = {Jan},
 note = {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.},
 pages = {36--46},
 title = {Effect of Peer Feedback on Self-assessment in Writing},
 volume = {34},
 year = {2019}
}