The Efficacy of Peer Review in a Writing Skills Undergraduate Course

Abstract

This study examines the efficacy of peer review as a powerful tool for improving the quality of student teachers’ writing through collaboration from their understanding and perspectives. In trying to move away from the traditional product-oriented approach to the process writing approach in the teaching of writing, the study examined whether peer feedback can have a positiveeffect on student teachers’ learning of writing skills. The data collection drew on two sources of information which included questionnaires and semi-structured interviews. Analysis of the data revealed that although participating student teachers preferred lecturer feedback compared to peer feedback, they were mindful and acknowledged that peer feedback can foster writing development. The follow-up interview data also demonstrated the positive aspects of peer review which promotes the concept that working together collaboratively produces better learning results than working alone. A majority of the student teachers had the desire to continue using peer feedback and forwarded some practical suggestions to improve the quality of peer review. An interesting perspective that came into view was the subtle shifts in student teachers’ thinking to view assessment for learning and not merely as an assessment of learning.