Zhao, H orcid.org/0000-0002-9502-4763 (2018) Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing. Assessment & Evaluation in Higher Education, 43 (7). pp. 1133-1145. ISSN 0260-2938
Abstract
Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the appropriateness of peer assessment for English as a Foreign Language writing in China, where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds. The interview data showed tutors’ limited knowledge of peer assessment and unanimous hesitation in using it. The former was explained by insufficient instruction and training in peer assessment. The latter relates to the incompatibility of peer assessment with the examinations-oriented education system, learners’ low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Suggestions are made about training and engaging teachers to effectively use peer assessment in instruction.
Metadata
Item Type: | Article |
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Authors/Creators: | |
Copyright, Publisher and Additional Information: | © 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 31 January 2018, available online: http://www.tandfonline.com/10.1080/02602938.2018.1434610. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Teachers’ perceptions, peer assessment, resistance, culture of learning |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 05 Feb 2018 16:24 |
Last Modified: | 31 Jul 2019 00:41 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/02602938.2018.1434610 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:126878 |