Self-Assessment: The Effect on Students’ Independence and Writing Competence

Ratminingsih, Ni Made; Marhaeni, A.A.I.N.; Vigayanti, L. P. D.

doi:10.12973/iji.2018.11320a

Cited by 45 publications

(27 citation statements)

References 15 publications

(26 reference statements)

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“…The studies of children suggest that they tend to have unsophisticated understandings of its purposes (Harris and Brown, 2013;Bourke, 2016) that might lead to shallow implementation of related processes. In contrast, results from the studies conducted in higher education settings suggested that college and university students understood the function of self-assessment (Ratminingsih et al, 2018) and generally found it to be useful for guiding evaluation and revision (Micán and Medina, 2017), understanding how to take responsibility for learning (Lopez and Kossack, 2007;Bourke, 2014;Ndoye, 2017), prompting them to think more critically and deeply (van Helvoort, 2012;Siow, 2015), applying newfound skills (Murakami et al, 2012), and fostering self-regulated learning by guiding them to set goals, plan, self-monitor and reflect (Wang, 2017).…”

Section: Student Perceptionsmentioning

confidence: 82%

A Critical Review of Research on Student Self-Assessment

2019

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This article is a review of research on student self-assessment conducted largely between 2013 and 2018. The purpose of the review is to provide an updated overview of theory and research. The treatment of theory involves articulating a refined definition and operationalization of self-assessment. The review of 76 empirical studies offers a critical perspective on what has been investigated, including the relationship between self-assessment and achievement, consistency of self-assessment and others' assessments, student perceptions of self-assessment, and the association between self-assessment and self-regulated learning. An argument is made for less research on consistency and summative self-assessment, and more on the cognitive and affective mechanisms of formative self-assessment.

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Section: Student Perceptionsmentioning

confidence: 82%

A Critical Review of Research on Student Self-Assessment

2019

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“…The students of SMAN 4 Kota Serang have often been assigned to write exposition texts as the material is included in the 2013 curriculum at the 10th grade in odd semester. Ratminingsih, Marhaeni, and Vigayanti (2018) reported that students' writing abilities are improved through self-assessment and develop through metacognitive skills. Generally their ability to write is influenced by grammatical and discourse competences.…”

Section: Discussionmentioning

confidence: 99%

Does the writing exposition text ability correlate to reading habit and discourse markers mastery?

Muhyidin

2020

Journal for the Education of Gifted Young Scientists

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This study aims to determine 1) the relationship between students' reading habits with the ability to write exposition text, 2) the relationship between students' discourse markers mastery with the ability to write exposition text, and (3) the relationship between students' reading habits and discourse markers mastery with the ability to write exposition text. This research was conducted in the tenth grade students of SMA Negeri 4 Serang in the odd semester of the 2018/2019 school year. The research method used was a survey method with correlational techniques. The population was the students of grade X. There were 450 students consisting of 180 male and 270 female. The sample was taken using purposive sampling technique. The sample was 88 students. The test was used to obtain data on the students' ability to write exposition texts and students' mastery of discourse markers, while the questionnaire was used to obtain data on students' reading habits. The results showed that: 1) there was a positive and significant relationship between the students' reading habits and the students' ability to write exposition texts; 2) there was a positive and significant relationship between the students' discourse markers mastery and the students' ability to write exposition texts; and 3) there was a positive and significant relationship between the students' reading habits and the students' discourse markers mastery with the students' ability to write exposition texts.

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“…According to Baniabdelrahman (2010), self-assessment studies have a positive effect on reading comprehension performance. Self-assessment affects student independence and writing competence (Ratminingsih, Marhaeni & Vigayanti, 2018).…”

Section: Discussionmentioning

confidence: 99%

Teacher Competence in Authentic and Integrative Assessment in Indonesian Language Learning

Adnan¹,

Suwandi²,

Nurkamto³

et al. 2019

INT J INSTRUCTION

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The purpose of this research is examine teacher competence in authentic and integrative assessment in Indonesian language learning. The participants of this research were 52 Indonesian language teachers at the senior high school level. Quantitative and qualitative approaches were used in this research. Data on teacher competency was used to capture authentic and integrative assessments of Indonesian language learning. The Questionnaire, interview, observation, and document analyses were used to collect the data. The data from the close-ended questionnaires, documentation, and observation were analyzed use descriptive statistic with a percentage formula. Data from open-ended questionnaires and interviews were analyzed used qualitative interactive model. The results of this research suggest that a some teachers understood definition and type an authentic and integrative assessment. Some teachers was applied authentic and integrative assessment in learning. They do not use rubrics in the assessment. Finally finding, the teacher does not have adequate competence in conducting authentic and integrative assessments. The teachers must be improved their competence to applied authentic and integrative assessment in Indonesian language learning.

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Self-Assessment: The Effect on Students’ Independence and Writing Competence

Cited by 45 publications

References 15 publications

A Critical Review of Research on Student Self-Assessment

A Critical Review of Research on Student Self-Assessment

Does the writing exposition text ability correlate to reading habit and discourse markers mastery?

Teacher Competence in Authentic and Integrative Assessment in Indonesian Language Learning

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