Red U | 卷:13 |
Teaching and learning to write in the University: When the reviewers are the peers | |
Manuela Martínez-Lorca1  Carmen Zabala-Baños1  | |
[1] Universidad de Castilla-La Mancha; | |
关键词: escritura académica; revisión interpares; rúbrica; educación superior; innovación educativa; | |
DOI : 10.4995/redu.2015.5422 | |
来源: DOAJ |
【 摘 要 】
Academic writing in higher education is a task that must to be learn and teach for to access to the knowledge. Peer assessment is one of the assessment strategies that can be used to enhance the academic writing. The article target is present an experience of education innovation aimed to 43 students of first the Speech Therapy Degree from UCLM to learn and teach the academic writing. Such intervention combined collaborative peer review with the review of the teacher of the texts that students wrote. A rubric were applied in order to analyze the improvements in the new versions of the compositions. To analyze the improvements in the new versions of the compositions a rubric was applied in order to measure differents aspects of the texts. Results of the study show that this methodology promoted the continuous revision of the text, which affected the quality of the final texts. Teachers provided more suggestions than peers, however, have greater acceptance rate the suggestions of peers in the knowlegde aspects. However, these suggestions were mainly directed to the revision of the formal aspects while the teacher’s suggestions referred, principally, to aspects pragmatics (of coherence and cohesion text). This study show, how the university students and teachers can reap benefits from peer assessment in the teaching and learning of the academic writing in the higher education.
【 授权许可】
Unknown