Proceedings of 3rd International Symposium on Social Science (ISSS 2017)

Improving Students' English Writing Competence by Implementing Peer-assessment

Authors
Hongmei Li, Yaoshun Zhu
Corresponding Author
Hongmei Li
Available Online May 2017.
DOI
https://doi.org/10.2991/isss-17.2017.58How to use a DOI?
Keywords
Peer Assessment, English Writing, Deep Learning.
Abstract
The aim of this innovation project is to find out whether the implementation of peer-assessment can effectively improve the students' competence of writing in English. Several kinds of leadership are applied into this research. The researcher revised the research plan as a democratic/participative leader. Staff members are invited into and share the responsibility in the research, which shows the invitational and distributed leadership in certain degree. The research was carried on a pilot group, which have the same characteristics with its reference group, to check the intended outcomes. According to the evidences collected through questionnaires and interviews, peer-assessment does play an active role in stimulating students' deep learning, hence improving their learning.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Proceedings
3rd International Symposium on Social Science (ISSS 2017)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
May 2017
ISBN
978-94-6252-341-8
ISSN
2352-5398
DOI
https://doi.org/10.2991/isss-17.2017.58How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Hongmei Li
AU  - Yaoshun Zhu
PY  - 2017/05
DA  - 2017/05
TI  - Improving Students' English Writing Competence by Implementing Peer-assessment
BT  - 3rd International Symposium on Social Science (ISSS 2017)
PB  - Atlantis Press
SN  - 2352-5398
UR  - https://doi.org/10.2991/isss-17.2017.58
DO  - https://doi.org/10.2991/isss-17.2017.58
ID  - Li2017/05
ER  -