Self‐assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies

Abstract

Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large‐scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices. Self‐assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta‐cognition during the writing process. Self‐assessment practices are described in publications across the academic disciplines where writing is required, and close investigations of the methods are also published in the research fields of literacy, English education and composition. This study aims to bridge these fields to construct a clear and comprehensive understanding of self‐assessment methods. Self‐assessment encompasses a wide range of practices and varied terminology. It is essential to clarify effective methods of self‐assessment and to disseminate practical information to educators. This paper presents the findings of an analysis of the literature yielding: (1) a theoretical framework for self‐assessment methods in writing instruction; (2) an overview of concepts/practices; (3) a list of literature‐supported strategies for effective classroom use derived from a study of a vast body of literature. Results strongly support self‐assessment as a means to foster student writing achievement, middle school through higher education. Delineated strategies can assist instructors with self‐assessment implementation.

Student Self-Assessment Reassessed

“…Contrary to what was done in this study, and to what Nielsen (2012) suggests, self-assessment does not have to be an in-class activity. Giving students ample time to do carefully structured self-assessment activities at home should give more accurate and thoughtful results to the advantage of both students and instructors.…”

“…There is strong and convincing agreement in literature on the view that self-assessment is useful as long as it is intended for formative, rather than summative, assessment (Nielsen 2012). Matsuno (2009: 75) finds specifically that self-assessment is 'of limited utility as a part of formal assessment' and, therefore, 'it is difficult to recommend using self-assessment for formal grading' (Matsuno 2009: 95).…”

A Critical Review of Research on Student Self-Assessment

“…An important aspect of research on self-assessment that is not explicitly represented in Table S1 (Supplementary Material) is practice, or pedagogy: Under what conditions does selfassessment work best, and how are those conditions influenced by context? Fortunately, the studies listed in the table, as well as others (see especially Andrade and Valtcheva, 2009;Nielsen, 2014;Panadero et al, 2016a), point toward an answer. But we still have questions about how best to scaffold effective formative self-assessment.…”

Improving Undergraduates’ Argumentative Group Essay Writing through Self-assessment

“…Students diagnose their own weaknesses and improve their writing performance as well as assess their own writing (Nimehchisalem et al, 2014). This practice promotes continuous assessment of students' writing to raise awareness of their different levels of abilities (Nielsen, 2012).…”

“…Literature on self-assessment reveals that studies mostly used observation and action research (Hubert, 2010;Lam, 2010;Nielsen, 2012). In Hubert's (2010) study on grade 6 students, she found that the students were able to reflect on both good and bad written work and their own development through self-assessment.…”