Benefits of Peer Review on Students' Writing

Autor/inn/en	Yalch, Matthew M.; Vitale, Erika M.; Kevin Ford, J.
Titel	Benefits of Peer Review on Students' Writing
Quelle	In: Psychology Learning and Teaching, 18 (2019) 3, S.317-325 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yalch, Matthew M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725719835070
Schlagwörter	Peer Evaluation; Writing Instruction; Undergraduate Students; Criticism; Grades (Scholastic); Feedback (Response); Writing Improvement; Child Psychology + Suchen Sie Ihr Suchwort? Schreibunterricht; Kritik; Notenspiegel; Kinderpsychologie
Abstract	Writing has long been recognized as both an outcome and method of successful pedagogy in psychology. Accordingly, there are a number of methods that successful instructors have employed to teach psychology students how to write. One such method is to facilitate students' reviewing each other's written work (i.e., to engage in peer review), although the research on this as an efficacious classroom intervention has thus far been limited. In this study we examine the benefits of implementing student reviews of peers' written work in a senior-level undergraduate psychology course (N = 59). Results suggest that the more critical students were of their peers' writing, the higher their grades were on their own writing, an effect that persisted when controlling for grades on previous written assignments and the effect of feedback received from peers on their written work. These findings extend previous research on the effect of student peer reviewing and highlight the utility of implementing peer review in the psychology classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01