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Peer assessment in writing instruction

Yu, Shulin.

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Peer assessment in writing instruction

Record Type:	Electronic resources : Monograph/item
Title/Author:	Peer assessment in writing instruction/ Shulin Yu.
Author:	Yu, Shulin.
Published:	Cambridge :Cambridge University Press, : 2024.,
Description:	59 p. :ill., digital ;23 cm.
Notes:	Title from publisher's bibliographic system (viewed on 26 Jan 2024).
Subject:	Academic writing - Study and teaching. -
Online resource:	https://doi.org/10.1017/9781009429979
ISBN:	9781009429979

Peer assessment in writing instruction
Yu, Shulin.

Peer assessment in writing instruction[electronic resource] /Shulin Yu. - Cambridge :Cambridge University Press,2024. - 59 p. :ill., digital ;23 cm. - Cambridge elements. Elements in language teaching,2632-4415. - Cambridge elements.Elements in language teaching..

Title from publisher's bibliographic system (viewed on 26 Jan 2024).

This Element traces the evolution of peer assessment in writing instruction and illustrates how peer assessment can be used to promote the teaching and learning of writing in various sociocultural and educational contexts. Specifically, this Element aims to present a critical discussion of the major themes and research findings in the existing studies on peer assessment regarding the three assessment paradigms (assessment of, for, and as learning), and to identify whether and how peer assessment has served the purposes of assessment of, for, and as learning, respectively in writing instruction. This Element highlights the contextual factors that shape the effect of peer assessment in writing instruction and concludes with directions for future research and implications regarding how peer assessment can be successfully used to improve students' writing development.

ISBN: 9781009429979Subjects--Topical Terms:

535075
Academic writing
--Study and teaching.

LC Class. No.: P301.5.A27 / Y8 2024

Dewey Class. No.: 808.066378

Peer assessment in writing instruction
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520 $a This Element traces the evolution of peer assessment in writing instruction and illustrates how peer assessment can be used to promote the teaching and learning of writing in various sociocultural and educational contexts. Specifically, this Element aims to present a critical discussion of the major themes and research findings in the existing studies on peer assessment regarding the three assessment paradigms (assessment of, for, and as learning), and to identify whether and how peer assessment has served the purposes of assessment of, for, and as learning, respectively in writing instruction. This Element highlights the contextual factors that shape the effect of peer assessment in writing instruction and concludes with directions for future research and implications regarding how peer assessment can be successfully used to improve students' writing development.
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