Peer evaluation : a component of the teaching of composition

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