Action Research on the Implementation of Peer Assessment in Teaching Writing: The Case of Ansho Secondary and Preparatory School, SNNPRS

Action Research on the Implementation of Peer Assessment in Teaching Writing: The Case of Ansho Secondary and Preparatory School, SNNPRS

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Title: Action Research on the Implementation of Peer Assessment in Teaching Writing: The Case of Ansho Secondary and Preparatory School, SNNPRS
Author: Abera Debero; Adinew Tadesse
Abstract: Peer assessment is a valuable tool for learning, because students’ learning is promoted as they take on role of teachers and examiners of each other. Hence, the aim of this study was to demonstrate peer assessment method as a tool to enhance students’ writing by implementing it in teaching writing in grade 11B. It also aimed to overcome students writing problem by enhancing learners peer assessment practice in writing section. Peer assessment was not practiced before the practical action was implemented in a particular classroom. The research design for the study was an action research. Since it was action research, the researcher has implemented peer assessment in writing section for seven consecutive weeks. The researcher used Patrick’s 2007 Balanced Model. The model states the steps as follow: identification of the problem, sensitizing, strategizing, implanting, validating and reporting. The practitioner (the researcher) has provided different activities from students’ textbook and he acted as a regular teacher in each writing section. While the researcher taught writing, he maintained a diary on the challenges that faced and the techniques to solve it. After implementing the action in practical class, he gathered data from participants of the study. The participants of the study were Ansho secondary and preparatory school grade 11 section B students. The instruments used to generate data were students’ reflective writing, focus group discussion, and researcher’s diary. The generated data were categorized thematically and analyzed qualitatively in a narrative form. The finding of the study shows that students have showed sign of improvement by applying peer assessment. In addition to that students have positive attitudes towards peer assessment. However, time constraints and reluctance of a few students to accept peer’s feedback were the factors that hindered effective implementation of peer assessment. Finally, the poor practice of studentcentered learning created wrong assumptions towards the peer assessment method in the minds of a few students
URI: http://hdl.handle.net/123456789/1412
Date: 2014-04


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