Peer-Assessment for the Development of Fourth Graders’ Revising and Editing skills in the English Class
Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Cátolica Luis Amigó
Abstract
The current study describes the effects of the implementation of peer-assessment on writing skills, specifically editing and revising, of fourth graders at private institution in Medellín. It was conducted under the action research methodology. The data collection instruments used were student artifacts (pieces of writing), class observations, a questionnaire, and a research journal. Results evidence a positive impact on participants’ revising and editing skills development, as well as the benefits of peer feedback for formative purposes in the English class.
Description
Keywords
Peer assessment, Writing skills, EFL, Revising, Editing