The Reliability and Validity of Peer Review of Writing in High SchoolAP English Classes

Abstract

One approach to writing instruction that has been shown to improve secondary students' academic writing without increasing demands on teachers' time is peer review. However, many teachers and students worry that students' feedback and assessment of their peers' writing is less accurate than teachers'. This study investigated whether Advanced Placement (AP) English students from diverse high school contexts can accurately assess their peers' writing if given a clear rubric. The authors first explain the construction of the rubric, a student‐friendly version of the College Board's scoring guide. They then examine the reliability and validity of the students' assessments by comparing them with their teachers' and trained AP scorers' assessments. The study found that students' assessments were more valid than the ones provided by a single teacher and just as valid as the ones provided by expert AP scorers. Students' and teachers' perceptions of the peer review process are also discussed.

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading

“…Adaptable support (self-assessment) for the fading approach for students during the CABLe should be combined with other approaches, such as automatic response support tools (direct feedback) and peer assessment (indirect feedback), to ensure the most effective approach to the adaptive fading support mechanism. Furthermore, scientific evidence shows that both self-assessment (see Fastré et al 2010Fastré et al , 2014 and peer assessment (see Panadero et al 2013;Schunn et al 2016) work better when the assessors receive clear criteria such as a rubric form on which to base their assessment. Therefore, for a valid assessment it would be wise to provide students with a list of criteria that should be taken into consideration for (adaptable) self-assessment and peer-assessment during CABLe.…”

The Assessment of Oral Proficiency through Holistic and Analytic Techniques of Scoring: A Comparative Study

“…The holistic scoring can be additionally alluded to as impressionistic or worldwide scale (Pan, 2016). The holistic approach is concerned with giving an overall score, considering the performance as a whole (Baryla, Shelley & Trainor, 2012;Griffith & Lim, 2012;Helvoort, 2010;Reddy, 2007;Schunn, Godley & DeMartino 2016). "An analytic or profile approach, on the other hand, tries to segregate out notable properties of execution and to assess every one exclusively and freely on its own subscale; the analytic approach thus therefore concentrates consideration on discrete characteristics of execution, normally mixing scores on the detached subscales to generate an overall score for speaking, and sometimes reporting the sub-scores too to give a more extravagant and wealthy dimension of source information, which can be beneficial for diagnostic objectives to manage future instructing/learning goals" (Taylor & Galaczi, 2011, p. 177).…”

The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework

“…The argument developed in this article also suggests that it is critical to gain a better understanding of how to develop the skills that support advanced writing processes, that is, review, feedback, revision, and editing. There is an extensive literature on feedback-both teacher feedback (Ferris, 2003) and peer review (Cho et al, 2010;Schunn Godley, & DeMartino, 2016;F. Zhang, Schunn, & Baikadi, 2017).…”