Abstract
In a student-centered classroom, learners have to be actively involved both in learning and assessment, which in itself needs to become a learning tool. Therefore, students need to understand and be given the opportunity to apply assessment criteria themselves. Through self-assessment of their writing, they enhance their self-awareness and become autonomous learners capable of self-improvement and meta-cognition (Liang 2014, Nielsen 2012).Self- and peer assessment are helpful tools that have been discussed in the literature, but the reliability of self-assessment is still debated (see for example Birjandi and Tamjid 2012, Matsuno 2009, Poehner 2012). The present study adds to the existing research by offering data that is not based on observation, but stems from a comparison of self- and instructor assessment where both parties used the same specific assessment rubrics. Assigning numerical values to the rubrics allowed for quantitative results. The data was collected in four classes of students in a course called ‘Introduction to Academic Writing’ at Deree - The American College of Greece. The outcome of the study did not confirm expectations with regard to reliability of self-assessment, and recommendations for future rubric-based studies are included. Self-assessment should be used as a formative and diagnostic learning tool, especially for weaker students, to foster development of learner autonomy.
- Journal
- Journal of Academic Writing
- Published
- 2018-11-01
- DOI
- 10.18552/joaw.v8i2.448
- CompPile
- Open Access
- OA PDF Diamond
- Topics
-
- Export
- BibTeX RIS
Citation context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related articles
-
Assessing Writing Oct 2026Replicating and expanding a validity argument for eRevise as a formative assessment: Empirical support for theories of conceptual change ↗Richard Correnti; Lindsay Clare Matsumura; Elaine Lin Wang; Diane Litman; Zhexiong Liu; Haoran Zhang; Tianwen Li
-
Assessing Writing Oct 2026Effects of varying time constraints on quality, linguistic features, and fluency behaviors in L2 writing ↗Jongbong Lee; Charlene Polio
-
Philosophy & Rhetoric Dec 2024Katharina Stevens
-
Assessing Writing Jul 2024Examining the direct and indirect impacts of verbatim source use on linguistic complexity in integrated argumentative writing assessment ↗Huiying Cai; Xun Yan
-
Written Communication Apr 2024Joachim Grabowski; Moti Mathiebe