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ERIC Number: ED284207
Record Type: RIE
Publication Date: 1986
Pages: 183
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-90-6813-105-2
ISSN: N/A
Effecten van Leerlingenrespons op Aspecten van Stelvaardigheid, SCO Rapport 88 (Effects of Student Peer Feedback on Some Aspects of (Written) Composition Skills. Foundation Center for Educational Research Report 88).
Rijlaarsdam, G.
A study examined whether a program of writing instruction based on peer feedback would improve writing better than instruction based on teacher feedback. It was hypothesized (1) that experimental peer feedback classes would perform better than control classes on certain writing achievement variables and would display more positive attitudes toward writing and evaluation, and (2) that writing processes in the experimental classes would differ from those in the control classes. A writing program based on peer evaluation of essays was developed and refined. The control groups and the experimental groups followed exactly the same process, except that teachers in the control groups provided the feedback. A pretest, an intermediate test, and a posttest were administered; 792 essays, from pupils at eight different Dutch secondary schools on two different class levels, were evaluated. Results indicated that there was no difference between the programs on writing performance and psychological variables. Findings suggest that perhaps feedback received from peers is of lower quality than that received from teachers, or perhaps feedback is not all that important. Findings also suggest that peer feedback and teacher feedback might be in equal competition, and that intensive peer evaluation is a good, but not a better, alternative to intensive teacher feedback. (Tables of data are included, and extensive references are appended.) (NKA)
Publication Type: Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: Dutch
Sponsor: N/A
Authoring Institution: Amsterdam Univ. (Netherlands).
Identifiers: Netherlands
Note: Doctor in Social Sciences Dissertation, University of Amsterdam. English summary.