Impact of Diverse Abilities on Learning to Write through Peer-Review

Abstract

Theoretically, there are advantages to working with students of the same ability and different ability (Lou et al., 1996). In order to determine how students’ ability affects the peer-review process, students’ writing ability (e.g., high-ability versus low-ability) was first determined. Then students’ were randomly assigned to review either four high-ability peers’ papers or four low-ability peer’s papers. In return, they received feedback from either four high-ability peers or four low-ability peers. The quality of students’ second draft of their first paper and the quality of the first draft of a second paper were analyzed to determine whether students’ learning was affected by the feedback they provided to high-ability versus low-ability students and by the feedback they received from high-ability versus low-ability students. In addition, several mediators (e.g., motivation, amount and type of feedback) were examined to explain the learning differences.


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