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ERIC Number: ED351687
Record Type: RIE
Publication Date: 1992-Nov-2
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Peer Tutoring and Writing Assessment.
Mayo, Wendell
The transformation of private to public writing not only challenges student writers, but teachers of writing. The most important assessment of writing takes place in the transaction between writer and reader--among peer readers who are actively writing themselves. Faculty should not relinquish responsibility for assessing written products, but a fuller and more sensible assessment of writing must include assessments of how students negotiate meaning. Teachers can achieve assessment through peer tutoring by: (1) asking students to write for themselves only; (2) use peer tutoring to enable students to transform their private writing into public writing; (3) have students negotiate meaning with more specialized communities of discourse; and (4) faculty, then, assess both the writing product and the evidence of transformation. (A brief workshop on peer tutoring as writing assessment and a list of seven sample peer tutoring exercises are attached.) (RS)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Author Reader Relationship
Note: Paper presented at the Assessment Workshops of Indianapolis: Faculty-Developed Approaches to Assessment of Learning (Indianapolis, IN, November 2, 1992).