Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms

By Sumie Matsuno. 2009

213 citations recorded by the source corpus.

Subfields: Education, Information Systems, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/41bf1f23f9ccd6c68ef7c89e172fe5dab019a38c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Shulin Yu
2. Icy Lee
3. Ricky Lam
4. N. Storch
5. A. Hamouda
6. Yao Zheng
7. Ye Han

In Information Systems

1. Icy Lee
2. Ricky Lam
3. Shulin Yu

In Language and Linguistics

1. Shulin Yu
2. Ricky Lam
3. Icy Lee
4. A. Hamouda
5. Yao Zheng

Citations in the corpus

• Peer feedback in second language writing (2005–2014) (2016, background): “Most recent studies, however, indicate that teacher, peer and self-feedback can serve different purposes in students’ text revisions and suggest that all these feedback approaches should be integrated into the L2 writing classroom (e.g. Matsuno 2007; Suzuki 2008; Birjandi & Tamjid 2012; Lam 2013).”
• Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, result): “…research investigating its impact on learning of writing remains inconclusive, owing to the low reliability compared to teacher assessment (Matsuno 2009), student perceived inability to generate self-feedback (Lam 2013c), and lack of training/guidance in performing self-assessment (Butler…”
• The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance (2012, unknown): “…self-assessment, journal writing, etc. Peer assessment, also conducted under such names as peer response and peer review (e.g. Caulk 1994, cited in Matsuno 2009), in process-oriented instruction can be theoretically supported by two closely related disciplines: learning theories and rhetorical…”
• The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018, unknown): “In the context of online education, however, self-assessments may be biased (e.g., Admiraal, Huisman and Pilli 2015), which should at least prompt thoughtful considerations regarding the utilization of self-assessment for formal assessment procedures (e.g., Matsuno 2009).”