The Different Impact of a Structured Peer-Assessment Task in Relation to University Undergraduates' Initial Writing Skills

Autor/inn/en	Ramon-Casas, Marta; Nuño, Neus; Pons, Ferran; Cunillera, Toni
Titel	The Different Impact of a Structured Peer-Assessment Task in Relation to University Undergraduates' Initial Writing Skills
Quelle	In: Assessment & Evaluation in Higher Education, 44 (2019) 5, S.653-663 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramon-Casas, Marta) ORCID (Nuño, Neus) ORCID (Pons, Ferran) ORCID (Cunillera, Toni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1525337
Schlagwörter	Peer Evaluation; Validity; Reliability; Writing Skills; Academic Language; Undergraduate Students; Psychology; Essays; Scoring Rubrics; Writing Evaluation; Teacher Student Relationship; College Faculty; Interrater Reliability; Management Systems; Foreign Countries; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Gültigkeit; Reliabilität; Writing skill; Schreibfertigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Psychologie; Essay; Aufsatzunterricht; Scoring formulas; Auswertungsbogen; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Interrater-Reliabilität; Ausland
Abstract	This article presents an empirical evaluation of the validity and reliability of a peer-assessment activity to improve academic writing competences. Specifically, we explored a large group of psychology undergraduate students with different initial writing skills. Participants (n = 365) produced two different essays, which were evaluated by their course peers and professors using a specific grading instrument (rubric). The validity of the task was demonstrated by a high inter-grader agreement and a strong degree of consistency between the ratings of the peers and professors. Although all students did not improve their writing skills between their first and second essays, the peer-assessment activity enhanced the writing abilities of low but not high-achieving participants. The pedagogical implications of these results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01