PEER EVALUATION MODEL FOR ENHANCING WRITING PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES

Abstract

Cooperative learning and peer coaching are popular vehicles for interactive instructional enrichment and can be fine tuned as a means for peer involvement in the assessment of the written work of classmates with learning disabilities. Factors that influence the outcome of peer participation in the process of authentic assessment are reviewed. Emphasis is placed on enriching the ability of students with learning disabilities to participate in cooperative learning experiences, structuring the peer evaluation process to enhance the input peers can provide their classmates, and identifying writing performance indicators that can be incorporated into an evaluation form that helps students improve their writing skills.