Использование практик взаимооценивания в курсе «Академическое письмо» на английском языке

Педагогика и психология образования. 2024. № 2. С. 48–68.

Stognieva O.

The use of peer assessment methods has become an integral component of modern educational technologies, capturing the attention of higher education instructors aiming to optimize the assessment processes and actively engage students in the educational practices. This study, based on the analysis of peer assessment and peer feedback practices in the Academic writing course in the English language, explores their impact on the development of students’ cross-cutting skills and their attitudes toward participating in peer assessment. The article examines various types of tasks, several peer assessment practices, stages, and procedures of the peer assessment and peer feedback. During the experimental training conducted as part of this study in the experimental (n = 42) and control (n = 45) groups, data were obtained on the impact of peer assessment practices on the development of students’ cross-cutting skills, which were analyzed using means, standard deviations and independent samples t-tests to identify overall trends and statistically significant findings. The results obtained indicated that peer assessment can serve as a tool for developing such cross-cutting skills as performance and communication skills. Moreover, the use of peer assessment practices significantly enhanced the quality of students’ written assignments. Students learned how to analyze, evaluate, and provide constructive feedback on their peers’ written and oral tasks, fostering a collaborative atmosphere during peer assessment. The research findings can be valuable for university instructors as a theoretical and practical foundation for developing teaching materials using peer assessment and peer feedback practices.

Keywords: peer feedback, взаимооценивание, peer assessment, академическое письмо на английском языке, academic writing in English, взаимная обратная связь