Abstract


THE EFFECT OF ONE CYCLE AND TWO CYCLE PEER ASSESSMENT ON THE WRITING SKILLS OF UNIVERSITY STUDENTS

One of the most important teaching points is to evaluate what students should do and learn before or during the lesson, what they have done or learned after the lesson, and give information about them. Peer assessment helps students to develop learning autonomy and increases their success. Providing feedback to the student on what he has learned can be done by both the teacher and his peers. The literature also accepts peer assessment as a learning tool. In this context, peer assessment, which is accepted as a student-centered and collaborative learning style, is based on evaluating students' work by their peers in the same or similar situation in terms of value, level, quality, or success. In this study, the effect of single and two-cycle peer assessment on university students' writing skills was investigated. In this study, which is conducted with 160 student teachers (n = 160) studying in the first year of the university, an experimental design without a control group was used. In the analysis of the data, firstly, the arithmetic means of the pre-tests were compared to determine the equivalence of the groups, and whether there was a significant difference was determined by the t-test. Within the scope of the research, demographic information will be presented in a way that does not violate personal privacy; In the analysis of the opinions, utmost attention was paid to scientific and research ethics rules, assuring that the participants would be coded in a way that would not evoke their identity information. According to the research results, the post-test mean score of the group in which one-cycle traditionalized peer assessment was applied was 66.3, while the average of the group in which two-cycle peer assessment was applied was 72.7. The arithmetic mean difference of the post-test scores determined that two-cycle peer assessment contributed more to students' written expression skills. It was also determined that the two-cycle peer assessment method has a more positive effect on writing education success than the one-cycle traditionalized peer assessment. Therefore, another important result of this study is that a two-cycle peer assessment, in which peer assessment is also evaluated by the peer, is more efficient in increasing writing skills.



Keywords

Writing skills, peer assessment, one / two cycle peer assessment.


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