1. Repositorio Digital Universidad Casa Grande
2. Posgrado
3. Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

Título :	Influence of Peer - Assessment to Improve Students’ Written Production
Autor:	Romero Romero, Henry José
Director(es):	Ramírez Ávila, María Rossana
Correo electronico de Director, Asesor, Colaborador, Coordinador de Tesis:	mramirez@casagrande.edu.ec
Palabras clave :	TESIS DE MAESTRÍA;ENSEÑANZA DEL INGLÉS;EVALUACIÓN ENTRE PARES;APRENDIZAJE
Ciudad:	Guayaquil
Fecha de publicación :	nov-2023
Editorial:	Universidad Casa Grande. Departamento de Posgrado
Citación :	Romero Romero, Henry José (2023). Influence of Peer - Assessment to Improve Students’ Written Production. Presented as Partial Fulfillment for the Degree of Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés. Universidad Casa Grande. Departamento de Posgrado, Guayaquil. 23 p.
Codigo Interno :	Tesis;4568
Resumen :	Given the fact that peer-assessment is a student-centered activity. It was a powerful tool to increase learners’ enthusiasm and participation in classroom activities, which motivated their learning. The peer assessment activity within the module proved to be one of the most effective teaching and learning endeavors. Success, in this context, was defined by the high level of student participation in the activity, the favorable feedback received from students, and the noticeable enhancement of various skills that resulted from the exercise. In addition, as learning is built on the concept of problem-based learning, student cognitive awareness was fostered. Students were aware of their strong and weak points in writing and, through peer-assessment, learned to improve this skill. During the implementation, students found value in assessing their peers’ work and even learned from doing so. In the end, they claimed that critically analyzing their peers’ work helped deepen their understanding of the content taught in class. In peer assessment of writing, students had more chances to get and/or provide feedback than they had when confined to reviewing only their own writing. Furthermore, students not only learned how to write their own reports, but also learned more from evaluating each other’s writing, which supplied more ideas about how to modify their own writing. Students benefited from playing the role of assessor for their peers, and gained feedback about their strengths and weaknesses from their peers in such activities.
URI - Direccion electronica alterna:	http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/4580
Tipo:	masterThesis
Paginas:	23 p.
Grado Academico:	Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés
Aparece en las colecciones:	Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

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