Abstract:

The article aims to validate and explore, through action research whether peer assessment tasks entailing integration of reading and writing leads to improvement of literacy gaps and possible increased learning. The research adopted a quantitative paradigm and a mini survey design that tested the hypothesis whether the year 2012 SWP 210 students’ literacy (through integrating writing and reading) can be improved through classroom peer assessments tasks. A questionnaire was used as a research instrument to capture the perceptions, attitudes and thinking of 24 students on whether integrating writing with reading helps to bridge their literacy gaps. Findings indicate that peer assessment tasks increases reading, revising and increased learning; the tasks help to bridge/cross learners’ literacy gaps; and facilitates integration of reading and writing to enhance learning and possibly increase learners’ throughputs. The study, therefore, validated the hypothesis that the year 2012 SWP 210 students’ literacies can be improved through classroom peer assessments tasks. The researcher calls on all the teachers in his social work department to adopt action research and use peer assessments of students to improve literacy gaps and increase their learning; urges the UFH administration to enforce that all the lecturers take PGDHET to equip themselves with action research skills.

Keywords:

Throughputs, integrating reading and writing, peer assessment, action research.