Peer Feedback on Writing in a High School: Analysis of the Validity and Effect

Author: Mei-Fang Chen(Department of Special Education, National Taiwan Normal University),Kai-Ju Huang(Department of Special Education, National Taiwan Normal University),Chia-Nan Hsieh(Department of Special Education, National Taiwan Normal University),Yi-Chun Lin(Department of Music, Taipei National University of the Arts)

Vol.&No.：Vol. 55, No. 1
Date：March 2010
Pages：63-90
DOI：10.3966/2073753X2010035501003

Abstract：

The research explored the validity and the effect of peer feedback on writing of senior high school students. 42 first-grade students in a senior high school in Taipei were asked to score and give written feedback each time after they finished the writing assignment. Rewriting was the basis of the feedback proceeded. Data including the students’ compositions, written feedbacks and remarks from the peer, statements of every participant, and grades from the expert teachers, were collected. The result showed the percentage consistence of the grades scored by the students and by the expert teachers was 72.05%. The students’ feedback not only aimed at the language, the structure, and the content of the composition, but also proposed the sentimental response and the overall impression as a reader. The grades of rewriting according to the peer feedback assumed tendency of micro liter. However, it showed no significant effect on transfer of learning. Besides, the students believed feedback from the teachers could be much helpful than the peer. Feedback of written words helped more than grades of numbers. The variance of peer feedback was greater than that of teachers. Finally, peer feedback functioned differently from teacher feedback. While the teacher reviewed the article professionally and gave comments for revision, the peer feedback provided affection support and sympathetic chord.

Keywords：peer social interaction, social skills, adolescents with visual impairments

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