Evaluation Rubric: "Collaborative Writing at Work: The Employment of Peer Feedback in a Blended Learning Environment"

This database provides the evaluation rubric used in the Teaching Innovation Project: "Writing an academic review in a blended learning environment" (PID 181960), carried out at the Universitat de les Illes Balears (UIB) with the collaboration of the Universitat Oberta de Catalunya (UOC) during the academic year 2018-2019. We have used some of the information obtained from these interviews in the article: "Collaborative Writing at Work: The Employment of Peer Feedback in a Blended Learning Environment." Article Summary: This exploratory study aims to analyse the nature of peer feedback during a collaborative writing assignment, and to identify the possible effects feedback has on the revision of a text written by university students in a blended learning environment. Under analysis are two different graduate’s courses in academic writing, during which, over a period of a whole semester, the students (n = 85) were divided into 25 work groups to carry out a co-evaluation assignment with the support of a technology platform. The results obtained indicate that, when collaborative writing includes peer feedback, instead of unidirectional corrections from the teacher, the students respond more reflectively and constructively, they discuss the content they are working with, and, as a result, they effect significant changes in their own writing.本数据库提供了「混合学习环境下的学术综述写作」教学创新项目（项目编号PID 181960）所使用的评估量表，该项目由巴利阿里群岛大学（Universitat de les Illes Balears, UIB）于2018-2019学年开展，并与加泰罗尼亚开放大学（Universitat Oberta de Catalunya, UOC）合作完成。我们将从上述访谈中获取的部分信息应用于论文《工作中的协作写作：混合学习环境下同伴反馈的运用》中。 论文摘要：本探索性研究旨在分析协作写作任务中同伴反馈的本质，并识别反馈对混合学习环境下大学生文本修订可能产生的影响。本研究针对两门不同的研究生学术写作课程展开分析，在一整个学期的周期内，85名参与学生被划分为25个工作组，借助技术平台支持完成协同互评任务。研究结果表明，当协作写作采用同伴反馈而非教师单向批改时，学生的回应将更具反思性与建设性，他们会就所研讨的内容展开讨论，并最终对自身写作做出显著改进。