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Flipping Assessment: Formative Peer ...

Rowan, Paul A. R.

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Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications./
Author:	Rowan, Paul A. R.
Description:	141 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724157
ISBN:	9781339075716

Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications.
Rowan, Paul A. R.

Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications. - 141 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ed.D.)--Nova Southeastern University, 2015.

This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer's work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.

ISBN: 9781339075716Subjects--Topical Terms:

517670
Educational technology.

Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications.
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100 1 $a Rowan, Paul A. R. $3 3189354
245 1 0 $a Flipping Assessment: Formative Peer Feedback Activities in Second Language English Writing Using Web 2.0 Applications.
300 $a 141 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Susanne Flannelly.
502 $a Thesis (Ed.D.)--Nova Southeastern University, 2015.
520 $a This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer's work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.
590 $a School code: 1191.
650 4 $a Educational technology. $3 517670
650 4 $a English as a second language. $3 516208
650 4 $a Instructional design. $3 3172279
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690 $a 0441
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710 2 $a Nova Southeastern University. $b Education. $3 3189355
773 0 $t Dissertation Abstracts International $g 77-02A(E).
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791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724157