In my writing classes, the formative assessment technique that
delivers the highest payoff for the smallest investment is oral
scripted peer coaching.
What is peer coaching?
At its most basic level, peer coaching is little more than one
student encouraging another to complete a writing assignment by
asking about the progress the student is making.
By providing students with specific questions to ask, writing
teachers raise that basic "how's it coming?" inquiry
to greater usefulness.
With a teacher-provided script for guidance, students
can talk one another through application of writing strategies
even if the questioner is not an competent or experienced writer.
Students often find it easier to talk about writing than
to write. And in conversation they don't feel terribly uncomfortable
asking, "What do you mean?"
Where's the formative assessment you ask? It is in
the mind of the students answering the questions.
If students do not have an answer to a question, they know immediately
that they need to find an answer. They don't have to wait until
they get their graded essay back to learn something is missing
from their essays.
The questions asked by their peer lets students assess their
progress early in the writing process when they can make changes
to improve their writing and their grade.
As students go through the oral activity with a partner a few
times, they learn how to think through a writing assignment
without a partner. Thus peer coaching becomes a true collaborative
learning experience as well as a formative assessment
experience.
I had been using the this techniques for several years when I
came across a similar suggestion by
Donald L. Rubin and William M. Dodd in their 1987 book Talking
into Writing: Exercises for Basic Writers.
If you would like the benefits of
using peers for formative assessment in teaching writing without
the hassle of developing your own instruments, check out my Talk
It Out materials for writers of thesis + support essays.
Why peer coaching will work well
Peer coaching allows writing teachers a way to provide formative
assessment to novice writers who are most in need of individual
attention.
Teacher control. The teacher
prepares the basic script so while the students act as questioners,
they work within established parameters.
Oral answers.
Many students find it easier to talk about what they want to write
than to prepare a plan on paper.
Individual attention.
Each student is walked through his or her essay preparation individually.
Minimal reading. The questions
are short, focused. Even students who read poorly can learn the
drill by hearing the questions a few times.
Suitability for unskilled writers.
Students don't need highly developed writing skills to provide
useful feedback to their peers.
Peer pressure. Few students
want to look bad before their peers even on something they may
regard as silly, such as an English assignment.
Assistance. Students quickly
realize that just having someone make them think through their
writing project makes writing easier.
Socialization. Teens like
to be in a social group. Most of writing is an isolated activity.
Limited bullying potential.
Compared to other peer learning techniques, peer coaching offers
fewer opportunities for students to exert negative pressure on
peers.
Why peer coaching could fail
Like all collaborative
learning activities, peer coaching requires preparation and
practice.
Inadequate model.
Students need to see peer coaching being done. They won't learn
just from hearing about it.
Poor script.
Questions must be clear, concise, appropriate, and sensibly arranged.
Limited use.
Like all writing strategies, peer coaching has to be used often
enough that students memorize it so they don't need to consult
their notes.
Inadequate supervision. Teachers
cannot pass out the script and assume students will use it correctly.
Students require supervision and feedback.
Fragile egos.
Teachers must pay attention to the social interaction between
students so one student does not dominate the coaching exchanges.
