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ERIC Number: ED463813
Record Type: RIE
Publication Date: 2001-May
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Next Frontier of the Student-Centered Classroom: Teaching Students To Recognize Quality Writing through the Use of Peer Evaluation.
Johnson, Richard
This paper argues for peer evaluation of writing, in addition to peer editing, for a complete student-centered learning experience. The proposed peer evaluation model addresses three shortcomings of the current writing class model: (1) instructor workload; (2) the problem of students' writing for an audience of one; and (3) the problem of students' editing each others' work without having first internalized the qualities of good writing. In this model, students submit their papers anonymously to a quality evaluator team in another class. The team uses descriptive words to categorize the papers: "needs work,""on target," and "exceeds expectations." The team works from a scoring rubric to determine the category into which the paper falls. During discussion sessions, dissent is encouraged if a student feels strongly that the rest of the group is misjudging an essay. The teacher's goal in employing peer review is to wean the team from his input as the semester progresses, all the while checking on each team's standards to make sure they are all similar. This method of evaluation has resulted in a reduction in the number of contested grades, in addition to the students' internalization of an idea of quality writing. The act of evaluating becomes a learning experience for the students, with the teacher making in-class comments on essay quality during the evaluation process. Thus, the entire process takes place within the classroom. (NB)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A