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Memorial University - Electronic Theses and Dissertations 1
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Document Description
Title
Peer
group
evaluation
:
a
component
of the
teaching
of
composition
Author
Baker
,
Patrick
Joseph
,
1948-
Description
Thesis
(M.Ed.)
--
Memorial
University
of
Newfoundland
,
1981.
Education
Date
1981
Pagination
vi, 102 leaves
Subject
Written
communication--Study
and
teaching
(Secondary);
English
language--Rhetoric--Study
and
teaching
(Secondary);
Degree
M.Ed.
Degree Grantor
Memorial University of Newfoundland. Faculty of Education
Discipline
Education
Language
Eng
Notes
Bibliography
:
leaves
79-83.
QEII
has
photocopy.
Abstract
The
major
purpose
of this
study
was to
investigate
the
effectiveness
of
guided
peer
evaluation
as a
strategy
for
teaching
students
to
revise
their
own
writing
and for
providing
students
with
genuine
audiences
for their
written
communication.
Other
purposes
of the
experiment
were to
evaluate
the
effects
of
such
a
program
on the
frequency
and
amount
of
writing
, the
attitudes
of
students
to
written
composition
, and
teacher
workload.
--
The
subjects
for the
study
were
two
grade
nine
classes
in a
rural
high
school
in
Newfoundland.
--
The
data
were
collected
by
administering
standardized
objective
tests
of
writing
and by
teacher
ratings
of
two
essay
tests.
Additional
data
were also
obtained
from a
comparison
of
student
writing
checklists
produced
before
and
after
the
experiment
, and from a
student
survey.
--
An
analysis
of the
statistical
data
showed
that there was
little
or
no
improvement
in the
writing
of the
experimental
or the
control
group
as
measured
by the
objective
and
essay
tests.
Significant
improvement
occurred
for
both
groups
only
on the
Mechanics
of
Writing
test.
However
, the
teachers
and
students
involved
in the
study
strongly
believed
that
significant
improvement
had
occurred.
A
comparison
of the
student
produced
checklists
suggested
that the
peer
evaluation
program
did
slightly
increase
student
understanding
of what
constitutes
good
writing.
Information
obtained
from the
student
survey
indicated
that
guided
peer
evaluation
did
have
positive
effects
on
revision
practices
,
audience
awareness
,
frequency
of
writing
,
student
attitudes
to
writing
, and
teacher
workload.
--
In
conclusion
, the
following
recommendations
were
made:
--
1.
That
teachers
of
composition
require
students
to
revise
and
rewrite
assignments
, and that they
adopt
instructional
strategies
which
will
teach
students
to
revise
their
own
writing.
--
2.
That
teachers
provide
students
with
frequent
opportunities
for
evaluating
the
effects
of their
writing
on their
intended
audiences.
--
3.
That there be an
investigation
of the
professional
and
legal
responsibilities
of the
teacher
for any
controversial
or
libellous
writing
done
under
the
auspices
of the
school.
--
4.
That
more
formal
procedures
be
implemented
in
future
peer
evaluation
programs
for
conveying
student
writing
to
audiences
outside
the
school.
--
5.
That
language
arts
coordinators
provide
in-service
training
for
teachers
in the
use
of
peer
evaluation
as a
strategy
for
teaching
composition.
Type
Text
Resource Type
Electronic
thesis
or
dissertation
Format
Image/jpeg;
Application/pdf
Source
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier
75165711
Rights
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
Collection
Electronic
Theses
and
Dissertations
Scanning Status
Completed
PDF File
(16.53
MB)
--
http://collections.mun.ca/PDFs/theses/Baker_PatrickJoseph.pdf
CONTENTdm file name
299989.cpd
