Abstract

This study investigated the effects of peer evaluation on twenty-four twelfth-grade students' writing performance, attitudes, and information learned. Previous research revealed that peer evaluation improved students' writing; their experiences with peer evaluation were positive; and that through evaluating peers' writing, students were able to learn from one another. Both research groups made significant improvements from their first writing assignment, where no peer evaluation was used, to their second writing assignment, where thorough peer evaluation was used. The author concludes that the improvement in writing can be attributed to peer evaluation. Students' attitudes about peer evaluation throughout the process also improved.

Advisor

Anne Dahlman

First Committee Member

Kathleen Foord

Date of Degree

2013

Language

english

Document Type

Thesis

Degree

Master of Science (MS)

Department

Educational Studies: K-12 and Secondary Programs

College

Education

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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