Assessing peer and instructor response to writing: A corpus analysis from an expert survey
Assessing peer and instructor response to writing: A corpus analysis from an expert survey
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DOI：
10.1016/j.asw.2017.03.001
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发表时间：
2017-07-01
影响因子：
3.9
通讯作者：
Anson, Chris M.
中科院分区：
文献类型：
--
作者：
Anson, Ian G.;Anson, Chris M.
在过去的30年里，相当多的学术研究对高等教育背景下教师对书面作业的反应进行了批判性的研究（见Straub， 2006）。然而，正如Haswell（2008）所指出的那样，目前对同伴反应的性质知之甚少，特别是与教师反应相比。在这项研究中，我们批判性地考察了教师和同伴对学生写作的反应的一些特性。利用专家调查的结果，提供了一个基于词汇的高质量回应指数，我们评估了一所四年制公立大学产生的近50,000个同行回应的语料库。结合这项调查的结果，一项大规模的自动化内容分析表明，首先，教师已经采用了该领域的一些高质量回答的词汇估计，其次，学生的同伴反应反映了这种词汇估计的早期习得，尽管他们与教师的距离更远。研究结果为教师和同伴反应的并行改进提供了有希望的方向。(C) 2017爱思唯尔公司版权所有。
Over the past 30 years, considerable scholarship has critically examined the nature of instructor response on written assignments in the context of higher education (see Straub, 2006). However, as Haswell (2008) has noted, less is currently known about the nature of peer response, especially as it compares with instructor response. In this study, we critically examine some of the properties of instructor and peer response to student writing. Using the results of an expert survey that provided a lexically-based index of high-quality response, we evaluate a corpus of nearly 50,000 peer responses produced at a four-year public university. Combined with the results of this survey, a large-scale automated content analysis shows first that instructors have adopted some of the field's lexical estimation of high-quality response, and second that student peer response reflects the early acquisition of this lexical estimation, although at further remove from their instructors. The results suggest promising directions for the parallel improvement of both instructor and peer response. (C) 2017 Elsevier Inc. All rights reserved.