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-edition
process as a formative assessment strategy conducted with a group of nine firstsemester
Teacher 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. The
pedagogical design aimed at developing students’ awareness in relation to their role
as 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. The
piloting 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.
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