KaydedilenlerDerginizi ekleyin

Dergiler / IOJET / 2021 / Cilt: 8 - Sayı: 2

PEER EVALUATION IN WRITING: HOW TO IMPLEMENT EFFICIENTLY

Derya TUZCU EKEN
Dergi
IOJET
Sayfa
691–708
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The suggestions collected thanks to the literature review is expected to be helpful in this respect.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The aim of this paper is to investigate the most efficient ways to apply peer evaluation in writing courses, and a lack of studies on the views of students’ experienced difficulties while responding to their peers’ papers is the starting point of this paper.
📊
Temel Bulgular & Veri:For this cause, the case study method was implemented, including an interview conducted with prep-class students (N=37) who attended a writing course for two semesters and a review of literature of related papers written over the past five years that specifically focuses on the ways to develop peerevaluation skills of students.
💡
Sonuç & Katkı:The suggestions collected thanks to the literature review is expected to be helpful in this respect.
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

The aim of this paper is to investigate the most efficient ways to apply peer evaluation in writing courses, and a lack of studies on the views of students’ experienced difficulties while responding to their peers’ papers is the starting point of this paper. For this cause, the case study method was implemented, including an interview conducted with prep-class students (N=37) who attended a writing course for two semesters and a review of literature of related papers written over the past five years that specifically focuses on the ways to develop peerevaluation skills of students. Both the interview and the relevant previous studies were analyzed through content analysis. As a result of the study, it was found that the challenges that students experienced were because of a lack of ability in language usage and having an avoidant personality, not having clear purposes for evaluation, a lack of ability in dominating the relevant terminology, and having difficulty in finding content and organization related mistakes. Consequently, students need effective training on peer evaluation to enhance their skills beforehand. The suggestions collected thanks to the literature review is expected to be helpful in this respect.

🔖

Bu Makaleye Atıf Yap

EKEN, D. T. (2022). PEER EVALUATION IN WRITING: HOW TO IMPLEMENT EFFICIENTLY. IOJET, Cilt: 8 - Sayı: 2, 691–708. https://ajindex.com/articles/542176

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (14)

  1. Alqassab, M., & Panadero, E. (2020). Peer assessment. In S. Brookhart, et al. (Eds.), Routledge Encyclopedia of Education (pp. 1-13). New York: Routledge. Alper, S. (2019).
  2. Power distance. In V. Zeigler-Hill, T. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences (pp. 52-76).
  3. Cham, Germany: Springer. Anderson, O. S., Habbal, N. E., & Bridges, D. (2020). A peer evaluation training results in high-quality feedback, as measured over time in nutritional sciences graduate students. Advances in Physiology Education, 44, 203-209.
  4. Berggren, J. (2015). Learning from giving feedback: A study of secondary-level students. ELT Journal, 69, 58–70.
  5. Bostock, S. J. (2000). Student peer assessment. Learning Technology. Retrieved from http://www.ilt.ac.uk/1072.asp
  6. Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.
  7. Carson, J., & Nelson, G. (1996). Chinese students’ perception of ESL peer response group interaction. Journal of Second Language Writing, 5(1), 1-19.
  8. Charoensuk, P. (2011). The relationship between an English writing classroom and Asian cultural issues when using peer feedback. Executive Journal, 31(3), 154-159.
  9. Chong, I. (2017). How students’ ability levels influence the relevance and accuracy of their feedback to peers: A case study. Assessing Writing, 31, 13-23.
  10. Crowne, K. A. (2020). Does national culture influence peer evaluations on global virtual teams? Journal of Teaching in International Business, 31(3), 191-213.
  11. Çalışkan, M., & Kömür, Ş. (2019). “Can I trust you? From students’ perspectives: How useful is peer feedback in writing classes? ILTERG Conference Proceedings (pp. 105-115),
  12. Antalya, Turkey. Davies, P. (2006). Peer assessment: Judging the quality of students work by comments rather than marks. Innovations in Education and Teaching International, 43(1), 69-82.
  13. Duruk, E. (2016). Deeper insights into university students' perceptions about peer feedback in second language writing: A phenomenological approach. Eğitimde Nitel Araştırmalar Dergisi (ENAD), 4(3), 28-42.
  14. Falchikov, N. (2001). Learning together: Peer tutoring in higher education. London: Routledge. Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Lawrence Erlbaum Associates. Gerring, J. (2004). What is a case study and what is it good for? The American Political Science Review, 98(2), 341-354