Peer assessment in writing instruction:
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...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2024
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| Schriftenreihe: | Cambridge elements
|
| Schlagworte: | |
| Online-Zugang: | DE-12 DE-473 URL des Erstveröffentlichers |
| Zusammenfassung: | 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 |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 26 Jan 2024) |
| Beschreibung: | 1 Online-Ressource (59 Seiten) |
| ISBN: | 9781009429979 |
| DOI: | 10.1017/9781009429979 |
Internformat
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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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Datensatz im Suchindex
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| author | Yu, Shulin |
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| illustrated | Not Illustrated |
| indexdate | 2024-07-20T07:29:55Z |
| institution | BVB |
| isbn | 9781009429979 |
| language | English |
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| publisher | Cambridge University Press |
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| spelling | Yu, Shulin aut Peer assessment in writing instruction Shulin Yu Cambridge Cambridge University Press 2024 1 Online-Ressource (59 Seiten) txt rdacontent c rdamedia cr rdacarrier Cambridge elements 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 Academic writing / Study and teaching Peer review Erscheint auch als Druck-Ausgabe 978-1-009-47566-2 Erscheint auch als Druck-Ausgabe 978-1-009-42999-3 https://doi.org/10.1017/9781009429979 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Yu, Shulin Peer assessment in writing instruction Academic writing / Study and teaching Peer review |
| title | Peer assessment in writing instruction |
| title_auth | Peer assessment in writing instruction |
| title_exact_search | Peer assessment in writing instruction |
| title_full | Peer assessment in writing instruction Shulin Yu |
| title_fullStr | Peer assessment in writing instruction Shulin Yu |
| title_full_unstemmed | Peer assessment in writing instruction Shulin Yu |
| title_short | Peer assessment in writing instruction |
| title_sort | peer assessment in writing instruction |
| topic | Academic writing / Study and teaching Peer review |
| topic_facet | Academic writing / Study and teaching Peer review |
| url | https://doi.org/10.1017/9781009429979 |
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