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Peer Review: Cultivating Self-Efficacy for Emerging Writers and Their Teachers

Peer Review: Cultivating Self-Efficacy for Emerging Writers and Their Teachers

Kalie Chamberlain
Copyright: © 2022 |Pages: 18
ISBN13: 9781668437452|ISBN10: 1668437457|EISBN13: 9781668437469
DOI: 10.4018/978-1-6684-3745-2.ch006
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MLA

Chamberlain, Kalie. "Peer Review: Cultivating Self-Efficacy for Emerging Writers and Their Teachers." Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching, edited by Tracey S. Hodges, IGI Global, 2022, pp. 104-121. https://doi.org/10.4018/978-1-6684-3745-2.ch006

APA

Chamberlain, K. (2022). Peer Review: Cultivating Self-Efficacy for Emerging Writers and Their Teachers. In T. Hodges (Ed.), Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching (pp. 104-121). IGI Global. https://doi.org/10.4018/978-1-6684-3745-2.ch006

Chicago

Chamberlain, Kalie. "Peer Review: Cultivating Self-Efficacy for Emerging Writers and Their Teachers." In Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching, edited by Tracey S. Hodges, 104-121. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3745-2.ch006

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Abstract

In peer review, students provide formative assessment and feedback for their peers with the aim of improving writing. Peer review is mainly used in English language arts classrooms, but it has been shown to be effective across content areas when implemented correctly. Empirical and qualitative studies provide evidence that peer review has a positive effect on student writing outcomes and concurrent cognitive benefits for students, including increased writing self-efficacy, improved social skills, and higher self-regulation. Peer review is a collaborative classroom practice that promotes equity for learners across age groups, ability levels, and language proficiencies.

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