You are here:

Evaluating Peer Assessment within Project-based Learning in Second/Foreign Language Education
PROCEEDINGS

, National Taiwan University, Taiwan

Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)

Full Text

Abstract

Peer assessment is part and parcel of the project-based learning approach in foreign language education. It is the final phase of the 10-step process of promoting purposeful language use (Stoller, 2007) which, in this evaluation study, occurs at the Appraisal phase within the Genre-based Learning & Assessing framework, a pedagogical structure which, designed according to the principles of significant learning (Fink, 2003), is used as a methodological framework that guides the collection and analysis of data which seek to answer the following question: What makes a ‘good’ project, i.e. an e-comic strip writing, in Taiwanese students’ viewpoint? While allowing students to reflect on the language mastered and the subject matter acquired, peer assessment delineates the values and criteria of students learning a second/foreign language and, within Williams’ (2007) Evaluation Framework, these information allow for an ongoing evaluation of a program.

Citation

Yuvienco, J. (2010). Evaluating Peer Assessment within Project-based Learning in Second/Foreign Language Education. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 441-447). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved February 25, 2021 from .

© 2010 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Ballantyne, R., Hughes, K., & Mylotlonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process Assessment and Evaluation in Higher Education, 27(5), 427-444.
  2. Boud, D. (1999). Avoiding the traps: Seeking good practice in the use of self-assessment and reflection in professional courses. Social Work Education, 18(2), 121-133.
  3. Brown, J.D., & Hudson, T. (2002). Criterion-referenced language testing. Cambridge, England: Cambridge University Press.
  4. Brown, H.D. (1994). Teaching by Principles. New Jersey: Prentice Hall Regents.
  5. Chen, Y.M. (2006). EFL Teachers' Action and Perceptions of Peer and Self-Assessment. Selected Papers from the 15th International Symposium on English Teaching 299-312.
  6. Day, R. & Bramford, J. (2002). “Top Ten Principles of Teaching Extensive Reading.” Reading in Foreign Language 14.2:136-141. Retrieved on January 5, 2005, from< http://nflrc.hawaii.edu/rfl/October2002/day/day.pdf>. Falchikov, N. (1995). Peer-feedback marking: developing peer assessment. Innovation in Education and Training,
  7. 2 Fink’s (2003) significant learning goals are foundational knowledge, application, integration, human dimension, caring and learning how to learn.-445 DASHDASH
  8. Fink, L.D. (2003). Creating Significant learning Experiences. San Francisco, CA: Jossey-Bass.
  9. Hyland, K. (2003). Second Language Writing. United Kingdom: Cambridge University Press.
  10. McDowell, L. (1995). The impact of innovative assessment on student learning. Innovations in Education and Training International, 23, 302-313.
  11. Mersand, J. (1969). Teaching the Drama in Secondary Schools. Jersey City, New Jersey: Scarecrow Press.
  12. Noffke, S. & Brennan, M. (1988, April). The Dimensions of Reflection: A Conceptual and Contextual Analysis. Paper presented at the Annual Meeting of the AERA, New Orleans.
  13. Prowse, P. (2004). Top Ten Principles of Teaching Extensive Reading: A Response. Retrieved on January 5, 2005, from< http://nflrc.hawaii.edu/rfl/October2002/discussion/prowse.html >.
  14. Shohamy, E. (1997). Second Language Assessment. In G.R. Tucker and D. Corson (Eds.), Volume 4: Encyclopedia of Language and Education. (pp.141-149). Netherlands: Kluwer Academic Publishers.
  15. Stoller, F.L. (2007). Project-Based Learning: An Effective Means for Promoting Purposeful Language Use. Selected Papers from the 16th International Symposium on English Teaching 139-152.
  16. Williams, D.D. (2007). Improving Learning and Teaching of English Through Evaluation, Measurement, and Assessment. Selected Papers from the 16th International Symposium on English Teaching 153-163.
  17. Willis, J. (1996). A Framework for Task-based Learning. UK: Addison Wesley Longman.
  18. Yuvienco, J.C. (2009). Taiwanese Learners’ Proactivity within an ICT-supported Learning Environment. In Ch. Merkelbach (Ed.) Fremdsprachen-und Literaturunterricht in einer chinesisch gepra”gten Gesellschaft (pp.165-176), Aachen: Shaker Verlag.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections