Learning about academic writing through holistic peer assessment

Thesis

While there is a consensus among researchers that assessment should and can serve learning, there is less understanding of how it supports learning at a fine-grained level. This thesis uses design-based research to investigate the role of comment-only, holistic peer assessment in writing development. The theory of action synthesises Sadler’s accounts of learning through assessment (1989, 2010) with Winne and Hadwin’s (1998, 2008) model of self-regulated learning. It is theorised that parti...

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Authors: Usher, N

• Type of award: DPhil
• Level of award: Doctoral
• Awarding institution: University of Oxford
• Language: English
• Keywords: feedback; peer review; peer assessment; English Studies; self-regulated learning; university students; task perceptions; assessment criteria; academic writing; metacognition
• Subjects: Peer assessment; Writing; Education; Self-regulated learning