scholarly journals The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

2019 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
School Students ◽  
Writing Performance ◽  
Assessment Training

scholarly journals The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

2019 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
School Students ◽  
Design Data ◽  
Writing Performance ◽  
English As Foreign Language ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P < 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

Internet-Based Peer Assessment in High School Settings

2009 ◽  
pp. 743-754 ◽  
Author(s):  
Chin-Chung Tsai
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Interactions ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Internet Technology ◽  
School Students ◽  
School Settings ◽  
Peer Reviewers ◽  
Online Peer Assessment

Many educators have suggested the usage of peer assessment for the improvement of learning outcomes. Peer assessment facilitated by Internet technology can enhance anonymity and lead to better interactions between students and peer reviewers. In addition, online peer assessment can effectively store students’ peer interactions and learning progression portfolios for further analyses or evaluations. However, most peer assessment studies have been conducted with higher education students, such as college or graduate students. This chapter reports an initial meta-analysis of a series of research utilizing online peer assessment involving Taiwanese high school students. This study also summarizes some practical principles for conducting online peer assessment in high school settings. Finally, this chapter proposes the required literacy of using Internet-based peer assessment, both for the learners and teachers.

Optimizing Students’ Engagement through Implementing Peer-assessment Practice in Iranian Public High School: An Action Research

2020 ◽  
Vol 10 (8) ◽  
pp. 940
Author(s):  
Seyyed Hossein Sanaeifar ◽  
Seyyed Bagher Mirshojaee
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
Peer Evaluation ◽  
Public High School ◽  
Classroom Engagement ◽  
Assessment Practice ◽  
School Students ◽  
Male High School ◽  
And Mathematics

This study aimed to find the solution for students’ lack of engagement in classroom. The researchers used peer-assessment (PA) practice in classroom based on small group collaboration. 21 male high school students took part in this research. They were in Grade 10th and had been studied physics and mathematics course in 15th Khordad public high school in Sari, Mazandaran, Iran. To conduct this research, three instruments were used including teacher-made test, students’ engagement questionnaire, and peer-evaluation observation checklist. The researchers implemented PA practice in their classroom in which participants were divided into seven groups each had three members with different proficiency levels. These groups’ members were supposed to practice PA on their exams. Also, the students were asked to answer students’ engagement questionnaire in order to put their idea about PA practice and the teacher observed all the groups’ members and filled the peer-evaluation observation checklist based on students’ interactions and participation. The analyses of data showed that, exposing student to the PA significantly enhanced students’ classroom engagement and improves their English course scores.

scholarly journals EFFECTS OF TASK COMPLEXITY ON CHINESE EFL WRITING

2021 ◽  
Vol 4 (2) ◽  
pp. 77-80
Author(s):  
Hui Liu
Keyword(s):  
High School ◽  
High School Students ◽  
Task Complexity ◽  
Senior High School ◽  
School Students ◽  
Efl Writing ◽  
Writing Performance ◽  
Syntactic Structures ◽  
Efl Students ◽  
Senior High School Students

The current study explores the effects of task complexity on senior high school students’ writing performance. The participants were 60 Chinese senior high school EFL students. The variable of task complexity is based on the combination of reasoning demands and prior knowledge aspects and the writing performance is measured by syntactic complexity. The results show that the participants produced more complex syntactic structures in task with higher complexity. Meanwhile, the participants’ perception of task complexity can influence the production of writing.

scholarly journals Penerapan peer dan self assessment sebagai tolok ukur penilaian kinerja siswa pada materi sistem koordinasi kelas XI SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 63-68
Author(s):  
Melyastuti Wulandari ◽  
Siti Sriyati ◽  
Widi Purwianingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Assessment ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Senior High School ◽  
Student Response ◽  
Regulation System ◽  
School Students ◽  
Self Assessment

The implementation of peer and self assessment has become one of the alternative in doing the product of performance assessment. The research aims to describe student’s ability using peer dan self assessment as standard performance assessment on regulation system in senior high school students. Hopefully, the peer assessment can refer to the peer and self assessment. The research applied descriptive method which involved 25 student of the XI grade senior high school. The research instruments were research were the implementation research form, online form and rubric peer assessment, online self-assessment and student response questionnaire and teacher assessment. Peer assessment was implemented by students in groups and compared to teacher’s assessment. The result showed that the implementation of peer and self assessment was great. The student’s ability in doing peer and self assessment was great too, which means that peer and self assessment can be a standard of performance assessment. The comparation of the students’ assessment and teacher assessment show the similarity with percentage 84%. The type of feedback that many students gave was C1 type (Direction correction). Student respons of implementation peer and self assessment was great and they felt helpful by implementation of peer and self assessment.

scholarly journals 自己評価と他己評価は高校生の英作文学習不安にどんな影響を与えるのか? How Do Self and Peer Assessment Affect High School Students’ Writing Anxiety?

2021 ◽  
Vol 45 (6) ◽  
pp. 25
Author(s):  
Yoko Oi
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
Student Assessment ◽  
School Students ◽  
Self Assessment ◽  
Writing Anxiety ◽  
English Writing ◽  
Before And After ◽  
Language Writing

本研究は、自己評価や他己評価による英作文学習不安に対する影響とthe Second Language Writing Anxiety Inventory (Cheng, 2004)の妥当性を探るのが目的である。分析方法は、293人の日本の高校生を対象に自己評価と他己評価の２グループに分けた後、10日間の間に、5回の英作文作成と生徒評価活動（自己評価か他己評価）を集中的に行った。それぞれの生徒評価活動前後に、高校生の英作文学習不安の因子構造変化のグループ比較を、探索的因子分析を使って行った。結果は、事前の因子構造は自己評価グループと他己評価グループは同様だが、実験後は違いが見られた。しかし、主要因子は、実験前後ともに認知的不安による英作文への回避意識であることは変わりがなかった。本研究が英作文授業の活性化につながる事を示唆したい。 This study examined the effects of self-assessment vs. peer assessment on Japanese high school students’ writing anxiety and the validity of Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI). After assignment to either the self-assessment or peer-assessment condition, two groups of Japanese high school students (N=293) participated in a series of five writing and student-assessment sessions over a period of 10 days. An exploratory factor analysis was then conducted on SLWAI data collected before and after these sessions to compare the effects of the writing practice and student assessment type on the factor structure of the two groups’ writing anxiety. The results showed post-treatment factor structure differences that had not been present initially. Nevertheless, the main factor both before and after the treatment sessions was English writing avoidance due to cognitive anxiety. These findings suggest the importance of dealing with learner anxiety to improve English writing instruction.

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