| dc.description.abstract | This thesis focuses on the use of peer reviews in Norwegian schools as a tool in the process-oriented writing method, which is used as a part of the sociocultural learning theory. There seems to be a lack of research centred around a realistic use of peer reviews in Norwegian classrooms. Therefore, this study aims to identify how peer reviews affect students’ grades, what the students’ impressions of the peer reviews are, and how peer reviews can realistically and efficiently be implemented in classrooms in the Norwegian school system, as part of the sociocultural learning theory. To perform this study, an experiment was designed where students in a 10th grade class, a VG1 vocational studies class, and a VG1 general studies class wrote a first draft of an essay, performed a peer review, and then wrote a second draft of their essay. The results from the first and second draft were later compared to identify significant changes. Afterwards, a survey which investigated student impressions and experiences was handed out. The results showed that all three classes had a statistically significant improvement for their essays, and the VG1 SF and 10th grade classes agreed to experiencing the theoretical benefits of peer reviews, whilst the VG1 YF class did not agree to the theoretical benefits of the peer reviews. The thesis then argues that peer reviews function as an effective tool to place students in their Zone of Proximal Development, and that the act of meaning-making is essential to successfully implementing sociocultural learning in Norwegian classrooms. Next, the hypothesis that the VG1 YF class were the least pleased with the peer review method due to negative attitudes surrounding vocational studies in the Norwegian school system is presented. Finally, several guidelines for performing successful peer reviews are suggested. | |
