Exploring the theories and consequences of self-assessment through ethical inquiry

Schendel, Ellen; O’Neill, Peggy

doi:10.1016/s1075-2935(00)00008-8

Cited by 36 publications

(16 citation statements)

References 15 publications

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“…It is not easy to answer this question. With regard to the self-assessment of writing, Schendel and O'Neill (1999) consider it as a means by which teachers help students to become more metacognitive about their writing and writing process and an attempt by which the negative impacts of grading or test writing can be avoided.…”

Section: Introductionmentioning

confidence: 99%

A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students

Xu¹

2016

JMC

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To get more insight into using self-assessment in writing instruction, the present study intends to explore the effects of student self-assessment on students' EFL writing by adopting writing assignments, analytic scoring rubric, questionnaires and interviews. It is found that students are able to make judgments about the overall quality of their writing in a manner consistent with those made by the teacher and students made significant improvements in content, organization, and mechanics of their writing after the practice of self-assessment while qualities concerning vocabulary and language use have been improved but not to a significant level. Moreover, the study demonstrates that the practice of self-assessment has exerted positive influence on students' perceptions of their writing skills in terms of organization, language use and mechanics while it does not result in any change of students' perceptions of their writing skills in content and vocabulary. These implications are conductive to working out a set of new models of the teaching of writing and helping further intensify the innovations of Chinese foreign language teaching.

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Section: Introductionmentioning

confidence: 99%

A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students

Xu¹

2016

JMC

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“…Unlike Royer and Gilles's system, however, students at Louisville who made choices relative to placement did so after having received recommendations based on their own writing. This seems to answer criticisms about DSP that suggest students do not have enough information upon which to base their decisions and otherwise rely on gender or other stereotypes, and that DSP lacks enough empirical evidence for its claims (Schendel and O'Neill 1999).…”

Section: T H E Va L I D At I O N P R O C E S S a S R E S E A R C Hmentioning

confidence: 88%

“…More recently Richard Larson (2000) writes about the connection of assessment to the ability to revise one's prose. Ellen Schendel and Peggy O'Neill (1999) write about the possible problems associated with self-assessment and the need for a more critical understanding of some of the assumptions behind self assessment practices in writing assessment.…”

mentioning

confidence: 99%

Rearticulating Writing Assessment for Teaching and Learning

Huot¹

2003

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“…He points out the most frequently occurring way of demonstrating the kind of rational knowledge of selves favored by English teachers is "by characterizing former selves as objects for analysis" (Faigley, 1989, p. 411). Similarly, Schendel and O'Neill (1999) argue in their study of self-evaluative student writing, when students are instructed to analyze their growth as writers in a reflective letter for their portfolio.…”

Section: Student-fashioning In Reflective Lettersmentioning

confidence: 99%

The Effects of Student-Fashioning and Teacher-Pleasing in the Assessment of First-Year Writing Reflective Essays

Pruchnic¹,

Barton²,

Trimble³

et al. 2021

Journal of Writing Assessment

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The use of reflective essays has become a key artifact of outcome-based writing assessment in the field of writing studies (White, 2005). However, scoring reflective essays may be influenced by textual features irrelevant to most outcomes and assessment rubrics. Two problematic features are teacher-pleasing, which Yancey (1996) called the "schmooze factor," and student-fashioning, which Miura (2018) related to identity formation. In this article, we present two mixed methods studies to examine the effects of these particular textual features on the direct assessment of first-year writing (FYW) reflective essays. In the first pilot study, we identified four textual features relevant to teacherpleasing and student-fashioning. In the second quasi-experimental study, we created a sample of FYW essays with and without these features. Two assessment teams then scored the essays in order to determine whether these features had statistically significant effects on assessment scores. The empirical results of these linked studies indicate these features did not have significant effects in a direct assessment of FYW reflective essays. However, in the discussion and conclusion, we argue our mixed methods approach offers a feasible and efficient set of research methods to examine specific textual features in the direct assessments of student writing.

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Exploring the theories and consequences of self-assessment through ethical inquiry

Cited by 36 publications

References 15 publications

A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students

A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students

Rearticulating Writing Assessment for Teaching and Learning

The Effects of Student-Fashioning and Teacher-Pleasing in the Assessment of First-Year Writing Reflective Essays

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