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Examining the Effect of Peer and Self-Assessment Practices on Writing Skills

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Title: Examining the Effect of Peer and Self-Assessment Practices on Writing Skills
Language: English
Authors: Aslanoglu, Aslihan Erman (ORCID 0000-0002-1364-7386)
Source: International Journal of Assessment Tools in Education. 2022 9:179-196.
Availability: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Peer Reviewed: Y
Page Count: 18
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Peer Evaluation, Self Evaluation (Individuals), Writing Skills, Foreign Countries, Public Schools, Grade 9, High School Students, Writing Exercises, Scores, Student Attitudes, Turkish, Writing (Composition)
Geographic Terms: Turkey (Ankara)
ISSN: 2148-7456
Abstract: This study aims to reveal how peer- and self-assessment practices influence the writing skills of 9th grade students. The study adopted mixedmethods explanatory design. The participants were 102 students attending a public school in Ankara. The quantitative data were collected through a quasiexperimental method, and qualitative data were collected through a case study. There were three groups of participants in this study: the 1st experimental group in which peer-assessment was carried out with 34 participants; the 2nd experimental group in which self-assessment was conducted with 34 students, and 34 students in the control group. The interventions lasted 7 weeks. Writing performance tasks and rubrics were used to gather quantitative data while a Semi-Structured Interview Form was used to collect the qualitative data. For the analysis, paired samples t-test, ANOVA, and content analysis were used. The findings revealed that there was a significant difference between pre-test and post-test scores of experimental groups in which peer and self-assessments were conducted whereas there was not a significant difference between the scores of the control group. The findings of ANOVA, the post-test results of the experimental and control groups showed that there was a significant difference between all groups in favor of the 1st experimental group in which peer assessment was applied. The qualitative findings of the study corroborate the quantitative findings. Hence, we can conclude that peer and self-assessment practices were effective both in the development of students' writing skills and on their attitudes and interests towards writing.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1372136
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Examining the Effect of Peer and Self-Assessment Practices on Writing Skills
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  Data: <searchLink fieldCode="AR" term="%22Aslanoglu%2C+Aslihan+Erman%22">Aslanoglu, Aslihan Erman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1364-7386">0000-0002-1364-7386</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Assessment+Tools+in+Education%22"><i>International Journal of Assessment Tools in Education</i></searchLink>. 2022 9:179-196.
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  Data: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
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  Data: 18
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Exercises%22">Writing Exercises</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Turkish%22">Turkish</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey+%28Ankara%29%22">Turkey (Ankara)</searchLink>
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  Data: 2148-7456
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to reveal how peer- and self-assessment practices influence the writing skills of 9th grade students. The study adopted mixedmethods explanatory design. The participants were 102 students attending a public school in Ankara. The quantitative data were collected through a quasiexperimental method, and qualitative data were collected through a case study. There were three groups of participants in this study: the 1st experimental group in which peer-assessment was carried out with 34 participants; the 2nd experimental group in which self-assessment was conducted with 34 students, and 34 students in the control group. The interventions lasted 7 weeks. Writing performance tasks and rubrics were used to gather quantitative data while a Semi-Structured Interview Form was used to collect the qualitative data. For the analysis, paired samples t-test, ANOVA, and content analysis were used. The findings revealed that there was a significant difference between pre-test and post-test scores of experimental groups in which peer and self-assessments were conducted whereas there was not a significant difference between the scores of the control group. The findings of ANOVA, the post-test results of the experimental and control groups showed that there was a significant difference between all groups in favor of the 1st experimental group in which peer assessment was applied. The qualitative findings of the study corroborate the quantitative findings. Hence, we can conclude that peer and self-assessment practices were effective both in the development of students' writing skills and on their attitudes and interests towards writing.
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  Data: 2023
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  Data: EJ1372136
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 179
    Subjects:
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Writing Exercises
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Turkish
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Turkey (Ankara)
        Type: general
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      – TitleFull: Examining the Effect of Peer and Self-Assessment Practices on Writing Skills
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              Type: published
              Y: 2022
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