Exploring the Role of Peer and Self-Assessment in Creative Writing: Implications for Classroom Instruction

Author(s)	Raul Ladao, Charito Ong
Country	Philippines
Abstract	This study investigates the role of peer and self-assessment in enhancing creative writing skills among Senior High School students. It explores how these assessment strategies influence students' writing proficiency, engagement, and self-regulation in the classroom. The research employs a mixed-method approach, combining qualitative and quantitative data collected through classroom observations, interviews, and performance-based assessments. Findings indicate that integrating peer and self-assessment fosters a deeper understanding of writing processes, improves student autonomy, and enhances the overall quality of written outputs. The study provides recommendations for implementing structured peer and self-assessment strategies in creative writing instruction to promote a more interactive and reflective learning environment.
Keywords	Peer Assessment, Self-Assessment, Creative Writing, Writing Proficiency, Classroom Instruction
Published In	Volume 7, Issue 1, January-February 2025
Published On	2025-02-20
DOI	https://doi.org/10.36948/ijfmr.2025.v07i01.37293
Short DOI	https://doi.org/g85stb

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International Journal For Multidisciplinary Research