Type of Culminating Activity
Master of Arts in Education, Curriculum and Instruction
Curriculum, Instruction, and Foundational Studies
Dr. Jennifer Snow-Gerono
The purpose of this quasi-experimental research thesis was to determine the effects of rubric-referenced peer-revision and self-assessment on the writing drafts of 3rd grade students. A convenience sample of students in existing classrooms engaged in two persuasive writing assignments. The first assignment established a baseline score for comparison purposes. During the second assignment, a peer-revision group and self-assessment group received different interventions that focused on revision guided by a rubric. A third control group did not receive an intervention. Student opinions toward the usefulness of the treatments were also gathered through a questionnaire that was delivered after the writing assignments were complete.
The utilization of rubrics to assist peers in revision had a statistically significant, positive effect on student scores during the second persuasive writing assignment. The treatment of rubric-referenced self-assessment did not have an overall positive effect on student scores during the second assignment. The control group’s scores decreased slightly on the second assignment. Almost every student in the peer-revision group thought the treatment was beneficial for student writing. In comparison, a little more than half the students in the self-assessment group considered the treatment to be useful in helping them achieve higher scores or become more proficient writers.
Horn, Gabriel Cameron, "Rubrics and Revision: What are the Effects Of 3RD Graders Using Rubrics to Self-Assess or Peer-Assess Drafts of Writing?" (2009). Boise State University Theses and Dissertations. Paper 57.