Peer Assessment in EFL Writing Classes

Year 2019, Volume: 5 Issue: 1, 101 - 111, 13.07.2019

Vedat Kızıl

https://doi.org/10.34137/jilses.560099

Abstract

This article presents the findings of a
seven-week case study which set out to investigate the benefits of integrating
peer assessment into university level EFL writing classes and examine its
impact on students’ social skills. The study was carried out with 17 B1 English
proficiency level students studying at an English preparatory programme of a
foundation university. First, the students were introduced to using rubrics to
assess a written product. Then, each week after the students had composed a
writing, a paragraph for the first three weeks and an essay for the remaining
four weeks, they were asked to anonymously assess one of their friends’ writing
by using the relevant rubric and filling in the peer assessment form. In
addition, the students were interviewed in the 3^rd week of the study
in order to capture their early impressions regarding what they liked most and
least about peer assessment as well as what they learnt from being an assessor
and being assessed. The same interview was conducted again on the last day of
the study to find out whether the participants changed their opinions. The
results revealed that students benefited from peer assessment activities as
they improved their understanding of the rubrics over time, which lead to more
quality writings; they felt more accountable not only for their own learning
but also that of their friends’, which promoted a cooperative learning environment
in which students offered quality feedback to each other; and finally they
improved their collaboration and problem-solving skills, which contributed to
their social skills which are in parallel with the needs of modern society and can
be utilised outside the school environment.

Keywords

peer assessment, assessment of writing, efl writing, cooperation with peers

İngilizce Yazı Yazma Derslerinde Akran Değerlendirmesi

Abstract

Bu makale üniversite İngilizce
hazırlık seviyesinde yabancı dil olarak İngilizce yazı yazma derslerinde akran
değerlendirmesinin faydalarını bulmayı hedefleyen ve akran değerlendirmesinin
öğrencilerinin sosyal becerilerine olan etkisini inceleyen 7 haftalık bir durum
çalışmasının bulgularını sunmaktadır. Çalışma, bir vakıf üniversitesinin
İngilizce hazırlık bölümünde okuyan ve B1 seviyesinde olan 5’i kız 12’si erkek
olmak üzere toplam 17 öğrenci ile yapıldı. İlk olarak öğrencilere yazılı bir
metnin değerlendirilmesinde kullanılan puanlama rubrikleri tanıtıldı. Sonra
öğrenciler her hafta yazı yazdıkça, ilk üç hafta haftalık bir paragraf ve
sonraki dört hafta haftalık bir deneme, öğrencilerden bir anonim olarak
herhangi bir arkadaşının yazısını uygun puanlama rubriklerini kullanarak
değerlendirmeleri ve sonra akran değerlendirme formunu doldurmaları istendi.
Buna ek olarak, çalışmanın üçüncü haftasında öğrencilerin akran
değerlendirmesinin en çok ve en az sevdikleri yanlarını ve bu çalışma boyunca
akranlarını değerlendirmekten ve onlar tarafından değerlendirilmekten ne
öğrencilerini saptamak amacıyla öğrencilerle yüz yüze görüşme yapıldı.
Öğrencilerin fikirlerini değiştirip değiştirmediğini anlamak adına aynı görüşme
çalışmanın son günü yine yapıldı. Çalışmanın sonuçlarına göre akran
değerlendirme öğrencilere çeşitli faydalar sağladı. Öğrenciler zamanla puanlama
rubriklerini daha iyi anladığı için daha kaliteli yazılar yazdılar, sadece
kendi eğitimlerinden değil aynı zamanda arkadaşlarının da eğitiminden kendilerini
sorumlu hissettikleri için işbirlikçi bir ortamda birbirlerine kaliteli geri
bildirimler sağladılar ve en nihayetinde birlikte çalışma ve sorun çözme
becerilerini geliştirerek okul dışında da kullanabilecekleri sosyal beceriler
edindiler.

Keywords

akran değerlendirmesi, yazı yazma değerlendirmesi, yabancı dil olarak ingilizce yazı yazma, akranlarla iş birliği

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