PEER ASSESSMENT EFFECT ON STUDENTS’ WRITING PERFORMANCE

2021 ◽  
Vol 19 (1) ◽  
pp. 15-23
Author(s):  
Rulik Setiani
Keyword(s):  
Peer Assessment ◽  
Language Ability ◽  
Writing Classroom ◽  
Writing Performance ◽  
Common Activity

The aim of this study is to investigate peer assessment effect on students’ writing performance. Writing is one of activities that students should be learnt to achieve language ability especially in English, but the fact they often face difficulties when they write because they have to be able in organization, content, grammar, vocabulary, and mechanics, so it is important for them needs interaction and collaboration from their friends or peers to solve those difficulties together, it called as peer assessment. Peer assessment is a common activity used in writing classroom and it can increase students’ writing performance, it also can be beneficial for both writer and teacher. For the teacher, it helps him saving time in checking students’ works, further for students, peer assessment can assist and gain their performance quantitatively and/or qualitatively by stimulating the peers to discuss, reflect, and collaborate well. Peer assessment is very effective and to be more active and productive by interacting each other students and intended communication relates the error of poor organization, misuse of punctuation, the use of faulty sentences, inappropriate the diction and capitalization. It presents the students improvement of the writing performance.

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.

Peer Assessment of Adolescent Learners’ Writing Performance

2015 ◽  
Vol 7 (2-3) ◽  
pp. 305-328
Author(s):  
Dina Tsagari ◽  
Eleni Meletiadou
Keyword(s):  
Peer Assessment ◽  
Writing Performance

scholarly journals Exploring the Impact of Peer Assessment on EFL Students’ Writing Performance

2021 ◽  
Vol 9 (3) ◽  
pp. 77-95
Author(s):  
Eleni Meletiadou
Keyword(s):  
Positive Impact ◽  
Peer Assessment ◽  
Writing Classes ◽  
Writing Performance ◽  
School Year ◽  
Greek Cypriot ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact

Lately, researchers have expressed their concern for EFL students’ poor writing performance and exam failure. They have indicated that peer assessment (PA) can be successfully employed to support a better integration of teaching/instruction with assessment of progress in learning. Bearing this in mind, the current study employed a pre-test post-test quasi-experimental design and aimed to explore the effect of PA on 200 Greek Cypriot EFL students’ writing performance. These adolescent learners attended two writing classes per week (90 minutes) for a full school year. Teachers received training in PA skills and then had to train their own students. Students were asked to use a PA rubric which was also devised by the researcher but negotiated between the students and their teachers during the training sessions. Paired T-tests were performed to investigate whether students in the control (n=100 students and 10 teachers) and the experimental groups (n=100 students and 10 teachers) enhanced their writing performance comparing their pre- to post-test scores. The study outcomes indicated that PA could have a moderately positive impact on students’ writing performance. The use of PA improved students’ writing performance in 5 aspects: mechanics, organisation, content, focus, and vocabulary and language use. In response to the need for more experimentation, this study provides recommendations for PA implementation in secondary school EFL writing classes which enable teachers to improve students’ writing performance.

Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education

2022 ◽  
pp. 27-53
Author(s):  
Eleni Meletiadou
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Peer Assessment ◽  
Self Regulation ◽  
Student Writing ◽  
Learning Needs ◽  
Strong Impact ◽  
Writing Performance ◽  
Post Test

Self-assessment (SA) is regarded as a prestigious method of formative assessment in higher education. The present study explored the use of SA as an inclusive practice aiming to help students improve their writing performance, self-regulation, and attitudes. Forty-four undergraduate students attended an academic writing module for one semester. Students had all used peer assessment (PA) during the previous semester and were then asked to use SA. The lecturer provided training, mentoring, and coaching throughout the implementation taking into consideration students' individual learning needs. Students' pre-test and post-test scores showed that SA improved undergraduate students' writing performance more than PA. The findings from students' pre- and post-implementation survey revealed that SA had a strong impact on students' self-regulation. Considering the findings from the students' focus group discussions final essays and self-reflective journals, SA was challenging but developed students' autonomy, critical thinking, and sense of personal accountability significantly.

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