Efficacy of Self and Peer Evaluation via Voice Thread (ICT) and Hardcopy as Assessment Tools to Improve Writing Skills
Assessment for learning （Black and William, 1998; Black et al, 2003）aims
to change teachers’ classroom practice that can make teaching and
learning more effective. This article reports a research on the efficacy
of the use of self and peer evaluation rubrics via ICT tool (Voice
Thread)and conventional method (hard-copy) to develop student’s
self-evaluation and peer-evaluation skills in order to improve their
skills in scenario writing. The study was undertaken with Year 2 Higher
Chinese students，aged 13-14, from Raffles Girls’ Secondary School
(Singapore). It involved 51 students from 2 classes, which comprised of 1
class of 1-to-1 learning environment using Mac book and 1 class of
traditional classroom setting.
The students will adopt a systematic approach in their evaluation and reflection: upload an essay-> evaluating others' essays -> monitoring -> planning -> self evaluating -> re-write the essay based on feedback, with greater amount of attention devoted to the monitoring strategy.
The intervention focused on scaffolding students in reflection of their written essay via self evaluation and peer evaluation. The main sources of data came from Voice Thread’s recordings (class 210) and hard-copy rubrics (class 201). We will use the mean scores of the pre- to post-test of scenario writing as a means to indicate the benefits of this approach.
|Investigator||Ms Loy Hui Nin||Languages|
|Collaborator||Ms Tan Yen Chuan||Languages|
|Collaborator||Mr Tan Yuh-Huann||MOE - Educational Technology Division|
|Collaborator||Mr Lim Chin Nam||MOE - Master Teacher|
|Advisor||Mrs Chew Meek Lin||PeRL|
Click here to view Artifacts