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A Case Study on How Greek Teachers Make Use of Big Data Analytics in K-12 Education Read chapter Read first chapter

2020 | OriginalPaper | Chapter

EFL Writing Assessment: Peer Assessment vs. Automated Essay Scoring

Authors : Meixiu Lu, Qing Deng, Manzhen Yang

Published in: Emerging Technologies for Education

Publisher: Springer International Publishing

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Abstract

This study aimed to explore problems and potentials of new technologies in English as foreign language (EFL) writing education. Forty-six students as a foreign language (EFL) learners in a Chinese university participated in this study. They submitted their draft to Pigai Network and Scholar Network separately and received automated essay scoring (AES) and peer assessment (PA) feedback. Results showed a moderate, positive partial correlation between PA and AES, controlling for performance level. The EFL learners in China preferred AES over PA. These findings raise several relevant issues in how to improve peer assessment feedback effectively, such as writing rubric in peer assessment, specialized peer assessment tool, technology assistant and peer feedback.

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Appendix
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Metadata
Title
EFL Writing Assessment: Peer Assessment vs. Automated Essay Scoring
Authors
Meixiu Lu
Qing Deng
Manzhen Yang
Copyright Year
2020
Book
Emerging Technologies for Education

Print ISBN: 978-3-030-38777-8

Electronic ISBN: 978-3-030-38778-5

Copyright Year: 2020

DOI
https://doi.org/10.1007/978-3-030-38778-5_3

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