Assessment System in Writing Essays by Graduate Students

This study considers how an assessment system combining teacher's, peer- and self-assessment contribute to developing graduate students’ essay writing skills. The assessment procedure consisted of such steps as: peer-evaluation of essay's paragraphs and draft essays; self-evaluation and editing; teacher's assessment. The students also worked with self-editing logs to create a checklist of errors that had been noted in feedback from the teacher or peers. The findings suggest that the iteration process of the assessment system improved my graduate students’ essay writing skills, which was seen when comparing the essays written before intervention with essays produced during intervention period.