35.1496, Books: Peer Assessment in Writing Instruction: Yu (2024)

[The LINGUIST List]

LINGUIST List: Vol-35-1496. Tue May 14 2024. ISSN: 1069 - 4875.

Subject: 35.1496, Books: Peer Assessment in Writing Instruction: Yu (2024)

Moderators: Malgorzata E. Cavar, Francis Tyers (linguist at linguistlist.org)
Managing Editor: Justin Fuller
Team: Helen Aristar-Dry, Steven Franks, Everett Green, Daniel Swanson, Maria Lucero Guillen Puon, Zackary Leech, Lynzie Coburn, Natasha Singh, Erin Steitz
Jobs: jobs at linguistlist.org | Conferences: callconf at linguistlist.org | Pubs: pubs at linguistlist.org

Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           https://funddrive.linguistlist.org/donate/

Editor for this issue: Justin Fuller <justin at linguistlist.org>

LINGUIST List is hosted by Indiana University College of Arts and Sciences.
================================================================


Date: 13-May-2024
From: Ellena Moriarty [ellena.moriarty at cambridge.org]
Subject: Peer Assessment in Writing Instruction: Yu (2024)


Title: Peer Assessment in Writing Instruction
Series Title: Elements in Language Teaching
Publication Year: 2024
Publisher: Cambridge University Press
                http://www.cambridge.org/linguistics
Book URL: https://doi.org/10.1017/9781009429979

Author: Shulin Yu
Paperback: ISBN: 9781009429993 Pages: 68 Price: U.S. $ 22.00
Paperback: ISBN: 9781009429993 Pages: 68 Price: U.K. £ 17.00
Paperback: ISBN: 9781009429993 Pages: 68 Price: Europe EURO 19.84
Abstract:

This Element traces the evolution of peer assessment in writing
instruction and illustrates how peer assessment can be used to promote
the teaching and learning of writing in various sociocultural and
educational contexts. Specifically, this Element aims to present a
critical discussion of the major themes and research findings in the
existing studies on peer assessment regarding the three assessment
paradigms (assessment of, for, and as learning), and to identify
whether and how peer assessment has served the purposes of assessment
of, for, and as learning, respectively in writing instruction. This
Element highlights the contextual factors that shape the effect of
peer assessment in writing instruction and concludes with directions
for future research and implications regarding how peer assessment can
be successfully used to improve students' writing development.

Written In: English (eng)



------------------------------------------------------------------------------

Please consider donating to the Linguist List https://give.myiu.org/iu-bloomington/I320011968.html


LINGUIST List is supported by the following publishers:

Cambridge University Press http://www.cambridge.org/linguistics

De Gruyter Mouton https://cloud.newsletter.degruyter.com/mouton

Equinox Publishing Ltd http://www.equinoxpub.com/

John Benjamins http://www.benjamins.com/

Lincom GmbH https://lincom-shop.eu/

Multilingual Matters http://www.multilingual-matters.com/

Narr Francke Attempto Verlag GmbH + Co. KG http://www.narr.de/

Wiley http://www.wiley.com


----------------------------------------------------------
LINGUIST List: Vol-35-1496
----------------------------------------------------------