ERIC Number: ED311469
Record Type: Non-Journal
Publication Date: 1988-Sep
Effects of a Teaching Program Based on Peer Evaluation on Written Composition and Some Variables Related to Writing Apprehension. SCO Cahier Nr. 47.
Rijlaarsdam, G.; Schoonen, R.
A study examined the effects of peer evaluation on writing performance and attitudes of ninth-grade students. Data were collected from 11 teachers in eight different schools. Each teacher taught two ninth grade English classes, one according to traditional methods and one with the experimental condition in which students taught each other by commenting on each other's essays in writing. All students wrote discursive essays making use of printed documentation. Five hundred sixty-one students participated in the main attitude survey; 792 essays were written. Results revealed that the difference between peer feedback and teacher feedback produced no differences on writing performance and psychological variables. Also, sex and proficiency level showed little or no effect in relation to type of feedback. (Two figures and 13 tables of data are included; 142 references and a list of the 47 SCO documents available for purchase are attached.) (KEH)
Descriptors: Attitude Measures, Cooperative Learning, Foreign Countries, Grade 9, Junior High Schools, Peer Evaluation, Peer Groups, Peer Influence, Peer Teaching, Secondary Education, Teaching Methods, Writing Apprehension, Writing Instruction, Writing Research
Stichting Centrum voor Onderwijsonderzoek (SCO), Grote Bickersstraat 72, 1013 KS Amsterdam, The Netherlands ($7.00 US plus postage).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Amsterdam Univ. (Netherlands). Stichting Centrum voor Onderwijsonderzoek.
Identifiers - Location: Netherlands