| A Comparative Study of Self, Peer, and Instructor assessment in a Single Paragraph Writing |
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Hye-young Hwang, Hye-Ryeong Hahn |
| 한 단락 글쓰기에서의 자기평가, 동료평가, 교수자평가 비교 연구 |
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황혜영, 한혜령 |
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| Abstract |
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In the recognition of the necessity of a concrete guide for the complementary use of self, peer, and instructor assessments in writing instruction, this study attempted to quantitatively verify the similarities and differences between the three types of assessment by comparing the ratings on single paragraph writing by writer themselves, peers, and instructors. The three groups of raters scored the writing on a 6-point Likert scale, across 12 evaluation criteria in three domains: content, organization, and language expression. The self, peer, and instructor assessment scores were analyzed in terms of score average and correlation.
The results revealed that the average scores of self assessment was higher than those of peer assessment and instructor assessment in all comparisons in writing as a whole, three assessment domains and as 12 assessment items. In terms of correlation among the scores of self, peer, and instructor assessments, the three rater groups average scores on the students paragraphs were found to correlate with one another, which indicates that in general, the writings that received relatively high scores from the instructors also received high scores from the students. In terms of assessment domains, instructor assessment was correlated with both self assessment and peer assessment in all three domains, whereas self and peer assessments were correlated with each other only in the domain of language expression. In the analysis of the assessment by item, instructor assessments were found to correlate with peer assessments in more items than with self assessment, which suggests that peers are more similar to instructors in their scoring pattern than writer themselves are. Second, there were a few items where significant correlations were found among all three groups assessments. These items mostly concerned assessing concrete aspects of writing such as orthography and the clarity of sentence meaning. Third, there were items where no correlation was found between any of the three groups assessments. The items lacking correlations were those concerning the appropriateness at the discourse level. The similarities and differences in terms of the correlations (and lack thereof) of the present study are expected to provide a guideline as to which aspects of instructor assessment could be replaced by student assessment. For example, items where all three assessor groups show high correlation with one another could be rated by writer themselves or their peers. Instead, instructors could focus their feedback more on high level aspects of writing such as discourse appropriateness, while also providing instructional support to enhance the ability to assess these aspects. |
| Key Words:
similarities and differences, self assessment, peer assessment, instructor assessment, single paragraph writing |
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