The different impact of a structured peer-assessment task in relation to university undergraduates’ initial writing skills

Abstract

This article presents an empirical evaluation of the validity and reliability of a peer-assessment activity to improve academic writing competences. Specifically, we explored a large group of psychology undergraduate students with different initial writing skills. Participants (n = 365) produced two different essays, which were evaluated by their course peers and professors using a specific grading instrument (rubric). The validity of the task was demonstrated by a high inter-grader agreement and a strong degree of consistency between the ratings of the peers and professors. Although all students did not improve their writing skills between their first and second essays, the peer-assessment activity enhanced the writing abilities of low but not high-achieving participants. The pedagogical implications of these results are discussed.

Keywords:

• Formal writing
• peer assessment
• rubrics
• initial skills level
• undergraduate students

Acknowledgements

This study was supported by the RIMDA-UB grant in educational innovation and research projects, 2012PID-UB/156. We thank all the students who had participated in this study and Joan Birulés for his help in designing the figures.

Disclosure statements

No potential conflict of interest was reported by the authors.

Notes on contributors

Marta-Ramon Casas PhD in Cognitive Psychology, is currently a tenure-track lecturer at the University of Barcelona (Department of Cognition, Development and Educational Psychology). She is currently teaching Epistemology and History of Psychology. Her current research interests include Language Development, Bilingualism and Educational Psychology, among others.

Neus Nuño Master in Clinical Psychology, is currently adjunct lecturer at the University of Barcelona (Department of Cognition, Development and Educational Psychology). She is currently teaching Epistemology and History of Psychology. Her current research interests include Clinical Psychology, Childhood and Youth Psychology, among others.

Ferran Pons PhD in Cognitive Psychology, is currently an associate professor at the University of Barcelona (Department of Cognition, Development and Educational Psychology). He is currently teaching Perception and Attention. His current research interests include Language Development and Social Communication, among others.

Toni Cunillera PhD in Cognitive Science. He is currently a tenure-track lecturer at the University of Barcelona (Department of Cognition, Development and Educational Psychology). He is currently teaching Epistemology and History of Psychology. His current research interests are on Cognitive Neuroscience of Language Learning and Executive Functions.