The Effects of Peer Evaluation on Attitude Toward Writing and Writing Fluency of Ninth Grade Students

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Abstract
The researchers hypothesized that peer evaluation as part of the writing process would lead to improved attitude toward writing and increased fluency in a sample of ninth grade students. Seven intact classrooms taught by three different teachers were randomly assigned to experimental and comparison groups so that each teacher had one class in each condition. Both experimental and comparison groups wrote a first draft of a paper. The experimental group received peer evaluation training and rewrote their papers based on assistance from their peer evaluation group. The control group rewrote their papers receiving assistance from the teacher only when they requested help. The subjects responded to two attitude instruments as pretest and posttest measures. A significant increase in positive attitudes toward writing was observed for the experimental group. Girls in both the experimental and comparison groups showed more positive attitudes toward writing than did boys at both pre- and posttesting. Writing fluency was measured by a count of words on pre- and posttreatment drafts. There was a decrease in word count from the first to the last draft for the experimental group.

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