The purpose of this study was to examine the effects of teaching comment writing in the peer evaluation activity by practicing a junior high school science class that incorporates learning activities using mutual evaluation sheet from the viewpoint of developing qualities and abilities. The peer evaluation activity is a learning activity in which learners evaluate themselves and each other using the evaluation criteria set by the teacher and reflect on their descriptions of the learning tasks along with the evaluation results [1]. Previous research on comment evaluation in science education has pointed out that receiving positive comments from others increases the motivation to engage in learning [2], and that learners can improve their questions by commenting on each other's improvements in the process of creating questions related to the learning content [3]. In this study, we conducted a class practice that incorporated peer evaluation activities, analyzed the score evaluation and comment evaluation descriptions, and examined the effects of comment writing instruction. As a result, it was suggested that the evaluation comments made by the learners to others who received the comment writing instruction in the peer evaluation activity had the effect of promoting the improvement of the description of consideration.
Keywords
Peer evaluation, Evaluation comments, Comment writing instruction
References
[1] Kenichi Goto, An Empirical Study on the Development of Expressive Skills for the Enrichment of Language Activities Using Chemistry Experiment Reports: JSPS KAKENHI Grant Number JP21830173, 13-15, 2010.
[2] Hiroshi Iida and Kenichi Goto, Trial Implementation of Science Classes Using Mutual Evaluation Sheets and Science Class Research at an Upper Secondary School, Focusing on Improved Motivation to Learn: Journal of Research in Science Education, Vol. 56, No. 3, 285-297, 2015.
[3] Toyosei Hirata, Shinji Matsumoto, Thinking Process of problem-solving-oriented problems created by learners in a science class, Investigations of a possibility to assess students through those problems when the learners polish off them: Journal for the Science of Schooling, Hyogo University of Education, No. 13, 229-238, 2011.
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