Student-Teachers as Editors and Writers: a Pedagogical Design to Examine Peer Edition Through Formative Assessment
The present pedagogical proposal describes an initial implementation of a peer-editionprocess as a formative assessment strategy conducted with a group of nine firstsemesterTeacher Education Program students in a public school in Guadalupe Santander. On the whole, the study sought to identify and ch...
| Main Author: | |
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| Format: | Online |
| Language: | eng |
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Universidad Pedagógica y Tecnológica de Colombia
2015
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| Online Access: | https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/4090 |
| _version_ | 1801706646718644224 |
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| author | Sanabria Mariño, Miguel Ángel |
| author_facet | Sanabria Mariño, Miguel Ángel |
| author_sort | Sanabria Mariño, Miguel Ángel |
| collection | OJS |
| description | The present pedagogical proposal describes an initial implementation of a peer-editionprocess as a formative assessment strategy conducted with a group of nine firstsemesterTeacher Education Program students in a public school in Guadalupe Santander. On the whole, the study sought to identify and characterize how peer-editing could enhance students’ writing abilities. Thepedagogical design aimed at developing students’ awareness in relation to their roleas student editors and student writers and promoting autonomy in the process of learners’ composition exercise to encourage collaboration and cognitive development in the composition process evolution. Thepiloting of a peer-editing cycle based on process writing and peer-editing principles was proposed, implemented and finally evaluated. Insights from the process were gathered and considered to refine and polish forthcoming cycles. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-4090 |
| institution | Revista Enletawa Journal |
| language | eng |
| publishDate | 2015 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-40902015-12-17T14:38:38Z Student-Teachers as Editors and Writers: a Pedagogical Design to Examine Peer Edition Through Formative Assessment Sanabria Mariño, Miguel Ángel The present pedagogical proposal describes an initial implementation of a peer-editionprocess as a formative assessment strategy conducted with a group of nine firstsemesterTeacher Education Program students in a public school in Guadalupe Santander. On the whole, the study sought to identify and characterize how peer-editing could enhance students’ writing abilities. Thepedagogical design aimed at developing students’ awareness in relation to their roleas student editors and student writers and promoting autonomy in the process of learners’ composition exercise to encourage collaboration and cognitive development in the composition process evolution. Thepiloting of a peer-editing cycle based on process writing and peer-editing principles was proposed, implemented and finally evaluated. Insights from the process were gathered and considered to refine and polish forthcoming cycles. Universidad Pedagógica y Tecnológica de Colombia 2015-12-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/4090 10.19053/2011835X.4090 Enletawa Journal; Vol. 8 No. 1 (2015) Enletawa Journal; Vol. 8 Núm. 1 (2015) 2463-1965 2011-835X eng https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/4090/3512 Copyright (c) 2015 ENLETAWA JOURNAL |
| spellingShingle | Sanabria Mariño, Miguel Ángel Student-Teachers as Editors and Writers: a Pedagogical Design to Examine Peer Edition Through Formative Assessment |
| title | Student-Teachers as Editors and Writers: a Pedagogical Design to Examine Peer Edition Through Formative Assessment |
| title_full | Student-Teachers as Editors and Writers: a Pedagogical Design to Examine Peer Edition Through Formative Assessment |
| title_fullStr | Student-Teachers as Editors and Writers: a Pedagogical Design to Examine Peer Edition Through Formative Assessment |
| title_full_unstemmed | Student-Teachers as Editors and Writers: a Pedagogical Design to Examine Peer Edition Through Formative Assessment |
| title_short | Student-Teachers as Editors and Writers: a Pedagogical Design to Examine Peer Edition Through Formative Assessment |
| title_sort | student teachers as editors and writers a pedagogical design to examine peer edition through formative assessment |
| url | https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/4090 |
| work_keys_str_mv | AT sanabriamarinomiguelangel studentteachersaseditorsandwritersapedagogicaldesigntoexaminepeereditionthroughformativeassessment |
