As a lifelong learning skill and a vital part of learner autonomy, self-assessment provides an opportunity for students to assess their own process, and thus helps them to focus on their own learning and ultimately pr...As a lifelong learning skill and a vital part of learner autonomy, self-assessment provides an opportunity for students to assess their own process, and thus helps them to focus on their own learning and ultimately promotes their study efficiency. Based on the current language skill learning situations and the relevant literature review, this paper firstly forms a hypothesis, introducing self-assessment into the traditional classroom to promote learner freedom, and then does an empirical study to prove that self-assessment can be mastered as a learning skill to enhance students' learning efficiency.展开更多
In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as s...In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances.展开更多
This paper aims to investigate the effectiveness of rubric-referenced student self-assessment(SSA)on students’English essay writing by employing a two-group pre-post-quasi-experimental research design.The method was ...This paper aims to investigate the effectiveness of rubric-referenced student self-assessment(SSA)on students’English essay writing by employing a two-group pre-post-quasi-experimental research design.The method was tested on 54 students at a Chinese university.During a 17-week experiment,the experimental group(EG)received the rubric and annotated samples,while the comparison group(CG)received only the rubric in self-assessment.Data sources included students’scores in the pre-test and post-test and interviews.Quantitative findings indicated that the EG made significantly stronger progress than the CG in the post-test.Interview results suggested that annotation-based rubric-referenced SSA can help students understand the task requirements,initiate their self-regulatory behaviors,and improve their self-assessment confidence,although students still wanted to receive assistance from teachers partly due to the Confucian-heritage culture settings in China.The findings are discussed in terms of the design features of sample annotations within the framework of self-regulated learning(SRL),as well as the implications of using this method in the classroom.展开更多
文摘As a lifelong learning skill and a vital part of learner autonomy, self-assessment provides an opportunity for students to assess their own process, and thus helps them to focus on their own learning and ultimately promotes their study efficiency. Based on the current language skill learning situations and the relevant literature review, this paper firstly forms a hypothesis, introducing self-assessment into the traditional classroom to promote learner freedom, and then does an empirical study to prove that self-assessment can be mastered as a learning skill to enhance students' learning efficiency.
文摘In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances.
基金supported by The Research Project of Philosophy and Social Science of Ministry of Education of China[Grant No.17YJC740102]Guangdong Provincial Teaching Award Nurturing Project(Name:Developing the Self-Assessment System of Writing for the National Quality Course of College English at South China University of Technology).
文摘This paper aims to investigate the effectiveness of rubric-referenced student self-assessment(SSA)on students’English essay writing by employing a two-group pre-post-quasi-experimental research design.The method was tested on 54 students at a Chinese university.During a 17-week experiment,the experimental group(EG)received the rubric and annotated samples,while the comparison group(CG)received only the rubric in self-assessment.Data sources included students’scores in the pre-test and post-test and interviews.Quantitative findings indicated that the EG made significantly stronger progress than the CG in the post-test.Interview results suggested that annotation-based rubric-referenced SSA can help students understand the task requirements,initiate their self-regulatory behaviors,and improve their self-assessment confidence,although students still wanted to receive assistance from teachers partly due to the Confucian-heritage culture settings in China.The findings are discussed in terms of the design features of sample annotations within the framework of self-regulated learning(SRL),as well as the implications of using this method in the classroom.
