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ERIC Number: EJ1176844
Record Type: Journal
Publication Date: 2014
Pages: 28
Abstractor: As Provided
ISSN: EISSN-1936-7384
Assessment and Feedback: Examining the Relationship between Self-Assessment and Blind Peer- and Teacher-Assessment in TOEFL Writing
Bratkovich, Meghan Odsliv
Working Papers in TESOL & Applied Linguistics, v14 n2 p100-127 2014
This study investigated the nature of self-assessment and blind peer- and teacher-assessment in L2 writing. The type of feedback students gave to themselves and peers, the type of feedback used in the revision process, and the source of the feedback used were all analyzed. Additionally, student perceptions of self- and peer-assessment, feedback, and their relationships to perceived writing improvement were also studied. Findings revealed that students in this study did not use teacher feedback significantly more than feedback from themselves or their peers, but they did give different types of feedback than the teacher and favored using feedback related to language use in the revision process. Students perceived their writing abilities to have increased due to self- and peer-assessment but responded more positively to peer-assessment than self-assessment. Surprisingly, students also perceived their abilities to have increased in rubric areas in which the feedback they received was not used and not regarded as useful, and the highest perceived gains in writing ability were in areas which accounted for the lowest amounts of feedback given.
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Identifiers - Assessments and Surveys: Test of English as a Foreign Language
Grant or Contract Numbers: N/A