The Effect of a Peer and Self-Assessment-Based Editorial Study on Students’ Ability to Follow Spelling Rules and Use Punctuation Marks Correctly

Yıl 2021, Cilt: 8 Sayı: 3, 268 - 284, 01.08.2021

Ömer Faruk Tavşanlı , Ülkü Eda Kara

https://doi.org/10.17275/per.21.65.8.3

Cited By: 3

Öz

In studies conducted to improve primary school students' writing skills, it has been determined that they make errors in the use of the punctuation marks and do not use spelling rules correctly. The purpose of this study was to reveal the effect of a qualified and planned peer and self-assessment-based editorial study [PSABES] on the success of fourth-grade elementary school students in following spelling rules and using punctuation correctly. In this study, an explanatory mixed design was used, and the research was carried out with 60 fourth-grade students attending a public school in Istanbul during the 2019-2020 academic year. According to the results of the research, it was determined that PSABES was effective in students' performance in adhering to spelling rules and using punctuation correctly. This was due to PSABES’ contribution to creating a positive attitude toward writing, increasing motivation, learning desire and communication skills, and allowing students to gain a culture of criticism, feel more valuable, recognize their mistakes, take responsibility and write more carefully. This research clearly demonstrates the effects of peer and self-assessment on the correct use of spelling rules, and punctuation marks. In subsequent research, the effects of self and peer assessment on students' overall writing success can be examined, and it can also be investigated how this process plays a role in shaping the writer identity of students.

Anahtar Kelimeler

Peer assessment, self-assessment, writing instruction, spelling rules and punctuation marks

Kaynakça

• Akyol, H. (2006). Turkish first reading and writing instruction. Pegem A Publishing, Ankara.
• Andrade, H., Wang, X., Du, Y., & Akawi, R. (2009). Rubric-referenced self-assessment and self-efficacy for writing. The Journal of Educational Research, 102(4), 287-302.
• Aram, D. (2005). Continuity in children’s literacy achievements: Alongitudinal perspective from kindergarten to school. First Language, 25, 259–289.
• Bagci, H. (2007). An evaluation of the attitudes of the candidates of teacher of turkish towards written expression and the courses of written expression. Journal of Turkology Research, 21(21), 29-61.
• Batur, Z., Akar, C., Tufan, B. S., & Topaloglu, N. (2016). Second grade primary school students' punctuation marks using skill. International Journal of Turkish Education and Training, 1(2), 46-60.
• Bayat, N. (2014). The effect of the process writing approach on writing success and anxiety. Educational Sciences: Theory & Practice, 14 (3), 1123-1141.
• Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205.
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74.
• Bloodgood, J. W. (1999). What’s in a name? Children’s name writing and literacy acquisition. Reading Research Quarterly, 34, 342–367.
• Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education, and redefining accountability. Curriculum Inquiry, 40(4), 555-575.
• Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Publication.
• Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research. Thousands Oaks, California: Sage publications.
• Cunningham, P. M., & Cunnigham, J. W. (2010). What really matters in writing. Boston: Allyn & Bacon.
• Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2012). Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction, 22, 171-184.
• Erdem, H. (2007). High schooll 9th class students' acquisition level of orthography and punctuation rules. Unpublished Masters Thesis, Gazi University, Institute of Eucational Sciences, Ankara, Turkey.
• Ergin, S. (2009). Primary school 8th grade students skills of using punctuation. Unpublished Masters Thesis, Gazi University, Institute of Eucational Sciences, Ankara, Turkey.
• Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
• Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to design and evaluate research in education. New York: Mc Graw Hill Publications.
• Gerde, H.K, Bingham, G.R., & Wasik, B.A. (2012). Writing in childhood classrooms: Guidance for Best Practices. Early Chıldhood Educatıon Journal, 40(6), 351-359.
• Graham, S., Harris, K., & Hebert, M. A. (2011). Informing writing: The benefits of formative assessment. A Carnegie Corporation Time to Act report. Washington, DC: Alliance for Excellent Education.
• Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing: A meta-analysis. The Elementary School Journal, 115(4), 523-547.
• Gunning, T. G. (2012). Creating literacy instruction for all students. Pearson.
• Hess, M., & Wheldall, K. (1999). Strategies for improving the written expression of primary children with poor writing skills: A sociocognitive perspective. Australian Journal of Learning Difficulties, 4 (4), 14-20.
• Hier, B. O., & Eckert, T. L. (2014). Evaluating elementary-aged students’ abilities to generalize and maintain fluency gains of a performance feedback writing intervention. School Psychology Quarterly, 29(4), 488-502.
• Jarvis, P., Holford, J., & Griffin, C. (2003). The theory & practice of learning. Psychology Press.
• Johnson, R.B., & Onwuegbuzie, A.J., & Turner, L.A. (2007). Toward a defination of mixed methods research. Journal of Mixed Method Research 1 (2), 112-133.
• Kaya, B., Ateş, S., Yıldırım, K., & Rasinski, T. (2020). Effect of feedback on Turkish fourth-grade elementary school students’ fluent writing skills. Education and Science, 45(201), 189-205.
• Koenig, E. A., Eckert, T. L., & Hier, B. O. (2016). Using performance feedback and goal setting to improve elementary students’ writing fluency: A randomized controlled trial. School Psychology Review, 45(3), 275-295.
• Kula, S., Budak, Y., & Taşdemir, M. (2015). The fourth grade students’ learning level of the punctuation rules. International Journal Of Eurasia Social Sciences. 6(18), 58-80. Keh, C. L. (1990). Feedback in the writing Process: A model and methods for implemention. ELT Journal, 44(4), 294-304.
• Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s high-level writing skills: Development of planning and revising and their contribution to writing quality. British Journal of Educational Psychology, 84, 177–193.
• Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. Routledge.
• Macarthur, C. A., Graham, S., & Fitzgerald, J. (2006). Handbook of writing research. New York: The Guilford Press.
• Matsumura, L. C., Patthey-Chavez, G. G., Valdes, R., & Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students' revision in lower-and higher-achieving urban schools. The Elementary School Journal, 103(1), 3-25.
• McCarthey, S. J., Woodard, R., & Kang, G. (2014). Elementary teachers negotiating discourses in writing instruction. Written Communication, 31(1), 58-90.
• Ministry of National Education (MoNE). (2015). The elementary school Turkish language arts course (1-8 grades) teaching program and guidance. Ankara, Turkey: Government Books Press.
• Morrow, L. M., & Young, J. (1997). A family literacy program connecting school and home: Effects on attitude, motivation, and literacy achievement. Journal of Educational Psychology, 89(4), 736.
• Paquette, K. R. (2009). Integrating the 6+1 writing traits model with cross-age tutoring: An investigation of elementary students’ writing development. Literacy Research and Instruction, 48, 28–38.
• Peters, R. S. (2015). Authority, responsibility and education. Routledge.
• Peterson, S. S., & Portier, C. (2014). Grade one peer and teacher feedback on student writing. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42(3), 237-257.
• Powell, R. G., & Powell, D. L. (2015). Classroom communication and diversity: Enhancing instructional practice. Routledge.
• Shatil, E., Share, D. L., & Levin, I. (2000). On the contribution ofkindergarten spelling to Grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 21, 1–21.
• Smith, S. (1997). The genre of the end comment: Conventions in teacher responses to student writing. College Composition and Communication, 48 (2), 249-268.
• Smith, C. B. (2003). Successful use of the six traits in writing (Rapor No. TBC-03005). ERIC Topical Bibliography and Commentary. (ERIC Document Reproduction Service No. ED481235).
• Spandel, V. (1996). Seeing with New Eyes: A Guidebook on Teaching and Assessing Beginning Writers. Portland, OR: Northwest Regional Educational Laboratory.
• Stern, L. A., & Solomon, A. (2006). Effective faculty feedback: The road less traveled. Assessing Writing,11, 22-41.
• Tashakkori, A., & Teddlie, C. (2003). Handbook of mixed methods in social & behavioral research. Thousand Oaks, CA: Sage.
• Tavşanlı, Ö. F. (2018). What do primary school students write about?: ınvestigation of text types, subjects and content preferences in the written works of primary school students. Journal of Mother Tongue Education, 6 (1), 32-47.
• Tavşanlı, Ö.F., & Kaldirim, A. (2018). Investigating the opinions of second grade elementary school students on process based writing practices. Journal of Mother Tongue Education, 6 (3), 859-876.
• Tavşanlı, Ö.F. (2019). The effect of process writing modular program on the attitude towards writing, writing skills and writer ıdentity of the 2nd grade elementary school students'. Unpublished Doctoral Dissertation, Uludag University, Turkey.
• Temizkan, M. (2010), Developing creative writing skills in turkish language education, Journal of Turkology Research, 27, 621-643.
• Tompkins, G. E., & Collom, S. (2004). Sharing the pen: Interactive writing with young children. New Jersey: Pearson.
• Tompkins, G. E. (2005). Language arts: Pattern of practice. New Jersey: Pearson.
• Tompkins, G. E. (2007). Literacy for the 21st century: Teaching reading and writing in prekindergarten through grade 4. New Jersey: Pearson.
• Truckenmiller, A. J., Eckert, T. L., Codding, R. S., & Petscher, Y. (2014). Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: A randomized controlled trial. Journal of School Psychology, 52, 531-548.
• Willis, S. (2001). Teaching young writers’ feedback and coaching helps students hone skills. C. Jago (Editor), Language arts: A chapter of the curriculum handbook (ss. 125-129). Alexandria, VA: Association for Supervision and Curriculum Development.
• Yildiz, Z. (2002). The Practising levels of students at different teaching levels for orthography and punctuation rules. Unpublished master’s thesis, Suleyman Demirel University, Isparta, Turkey.