Department of Foreign Languages, National Chiayi University, Taiwan.
Percept Mot Skills. 2013 Feb;116(1):210-21. doi: 10.2466/10.23.PMS.116.1.210-221.
This quasi-experimental study investigated the effect of structured peer assessment on revision of an argumentative writing. Two intact classes (N = 22, 26) were randomly assigned to be the trained and control groups. The latter received no facilitative resources, while the former participated in structured peer assessment based on Calibrated Peer Review, a web-based program purposefully designed for students to receive peer-assessment training, assess their peers' writing, and make written commentary online. At the end of the treatment, both groups revised their writing. The trained group revised their writing more extensively, outperforming the control group on frequency and type of revision, as well as the holistic quality of argumentative writing. After structured peer assessment, participants of the trained group became critical of their own work and invested more effort in spontaneous revision to produce higher-quality argumentative writing.
本准实验研究调查了结构化同伴评估对议论文写作修订的影响。两个完整的班级（N=22,26）被随机分配到实验组和对照组。后者没有接受任何促进性资源，而前者则参与了基于校准同伴互评的结构化同伴评估，这是一个专门为学生设计的基于网络的程序，旨在帮助学生接受同伴评估培训、评估同伴的写作并在线撰写评论。在治疗结束时，两组都对他们的写作进行了修订。实验组对他们的写作进行了更广泛的修订，在修订的频率、类型以及议论文写作的整体质量上都优于对照组。经过结构化同伴评估，实验组的参与者对自己的作品更加挑剔，并投入更多的努力进行自发修订，以产生更高质量的议论文。
