Self-assessment methods in writing instruction: A conceptual framework, successful practices and essential strategies

Journal of Research in Reading

Volumn 37, Issue 1, 2014, Pages 1-16

  Nielsen, Kristen ^a  

^a BOSTON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84895903932     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2012.01533.x     Document Type: Article

References (78)

1. Andrade, H.L. & Boulay, B.A. (2003). Role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97(1), 21-34.
2. Andrade, H.L., Du, Y. & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students' writing. Educational Measurement, 27(2), 3-13. doi: 10.1111/j.1745-3992.2008.00118.x
3. Andrade, H.L. & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12-19. doi: 10.1080/00405840802577544
4. Anson, C.M. (2000). Talking about writing: A classroom-based study of students' reflections on their drafts. In J. B. Smith & K.B. Yancey (Eds.), Student self-assessment and development in writing: A collaborative inquiry. (pp. 59-74). Cresskill, NJ: Hampton Press.
5. Baer, A.L. (2008). Creating a shared definition of good and bad writing through revision strategies. Middle School Journal, 39(4), 46-53.
6. Bamberg, B. (2003). Revision. In I. L. Clark (Ed.), Concepts in composition: Theory and practice in the teaching of writing. (pp. 107-129). Mahwah, NJ: Erlbaum.
7. Bandura, A. (1977). Social learning theory. New York: General Learning Press.
8. Bardine, F. & Fulton, P. (2008). Analyzing the benefits of revision memos during the writing and revision process. Clearing House, 81(4), 149-154. doi: 10.3200/TCHS.81.4.149-154
9. Beach, R. (1986). Demonstrating techniques for assessing writing in the writing conference. College Composition and Communication, 37(1), 56-77.
10. Belanoff, P. (2001). Silence: Reflection, literacy, learning, and teaching. College Composition and Communication, 52(3), 399-428.
11. Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappa, 79, 139-48.
12. Bloom, L.Z. (1997). Why I (used to) hate to give grades. College Composition and Communication, 48(3), 360-371.
13. Boud, D. (1989). The role of self-assessment in student grading, assessment and evaluation. Studies in Higher Education, 14, 20-30.
14. Boud, D. (1995). Enhancing learning through self assessment. London and Philadelphia: Kogan Page.
15. Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9-17. doi: 10.1002/ace.16
16. Boud, D. & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529-549. doi: 10.3102/00346543059004395
17. Boud, D. & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 31(4), 399-413.
18. Bransford, J.D., Brown, A.L. & Cocking, R.R., eds. (2000). How people learn. Washington, DC: National Academy Press.
19. Camp, H. (2012). The psychology of writing development and its implications for assessment. Assessing Writing, 17(2), 92-105.
20. Campillo, M. (2006). Acquisition and transfer of a writing revision strategy: A self-regulatory analysis. Dissertation Abstracts International, A. The Humanities and Social Sciences, 67 (3).
21. Chanquoy, L. & Alamargot, D. (2002). Working memory and writing: Model evolution and research assessment. L'Année Psychologique, 102, 363-398.
22. Collins, V.T. (2000). Freewriting in the middle: Self-help for college writers across the curriculum. In J.B. Smith & K.B. Yancey (Eds.), Student self-assessment and development in writing: A collaborative inquiry. (pp. 105-124). Cresskill, NJ: Hampton Press.
23. Diltz, J. (2006). Words to voice: Three approaches for student self-evaluation. Teaching English in the Two-Year College, 34(1), 41-45.
24. Dochy, F., Segers, M. & Sluijsmans, D. (1999). The use of self-, peer, and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331-350. doi: 10.1080/03075079912331379935
25. Elbow, P. (1994). About voice and writing. In P. Elbow (Ed.), Landmark essays on voice and writing. (pp. xi-xlvii). Mahwah, NJ: Hermagoras Press.
26. Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self-assessment. Assessment & Evaluation in Higher Education, 11(2), 146-166.
27. Falchikov, N. & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395-430. doi: 10.3102/00346543059004395
28. Fitzgerald, J. & Markham, L. (1987). Teaching children about revision in writing. Cognition & Instruction, 4(1), 3. Retrieved from Education Research Complete database.
29. Flower, L.S., Hayes, J.R., Carey, L., Schriver, K. & Stratman, J. (1986). Detection, diagnosis, and the strategies of revision. College Composition and Communication, 37(1), 16-55.
30. Graham, S. & Harris, K.R. (1993). Self-regulated strategy development: Helping students with learning problems develop as writers. Elementary School Journal, 94, 169-181.
31. Graham, S., Harris, K.R. & Hebert, M. (2011). Informing writing: The benefits of formative assessment: A Carnegie Corporation Time to Act report. Washington, DC: Alliance for Excellence in Education.
32. Graham, S. & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools: A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
33. Gray, A. (1991). Self-reflection and learner competence. Carleton Papers in Applied Language Studies, 8, 22-34.
34. Graziano-King, J. (2007). Assessing student writing: The self-revised essay. Journal of Basic Writing, 26(2), 71-92.
35. Hanrahan, S.J. & Isaacs, G. (2001). Assessing self- and peer-assessment: The students' views. Higher Education Research and Development, 20(1), 53-73. doi: 10.1080/07924360120043658
36. Harlen, W. (2005). Teachers' summative practices and assessment for learning: Tensions and synergies. The Curriculum Journal, 16(2), 207-223.
37. Harris, K.R., Graham, S., Mason, L.H. & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.
38. Harris, K.R., Graham, S., Mason, L.H. & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41(2), 110-115. doi: 10.1207/s15430421tip4102_7
39. Hayes, J.R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications. (pp. 1-27). Mahwah, NJ: Erlbaum.
40. Hilgers, T.L., Hussey, E.L. & Stitt-Bergh, M. (2000). The case for prompted self-assessment in the writing classroom. In J. B. Smith & K. B. Yancey (Eds.), Student self-assessment and development in writing: A collaborative inquiry. (pp. 1-24). Cresskill, NJ: Hampton Press.
41. Jonsson, A. & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130-144. doi: 10.1016/j.edurev.2007.05.002
42. Keith, S.Z. (1996). Self-assessment materials for use in portfolios. Primus, 6, 178-192. doi: 10.1080/10511979608965822
43. Kellogg, R.T. (1996). A model of working memory in writing. In C.M. Levy & S.E. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications. (pp. 57-71). Mahwah, NJ: Erlbaum.
44. Larson, R.L. (2000). Revision as self-assessment. In J.B. Smith & K.B. Yancey (Eds.), Student self-assessment and development in writing: A collaborative inquiry. (pp. 97-104). Cresskill, NJ: Hampton Press.
45. Longhurst, N. & Norton, L.S. (1997). Self-assessment in coursework essays. Studies in Educational Evaluation, 23, 319-330.
46. Luoma, S. & Tarnanen, M. (2003). Creating a self-rating instrument for second language writing: From idea to implementation. Language Testing, 20, 440-465. doi: 10.1191/0265532203lt267oa
47. McCarthy, P., Meier, S. & Rinderer, R. (1985). Self-efficacy and writing: A different view of self-evaluation. College Composition and Communication, 36, 465-471.
48. McCormick, C.B. (2003). Metacognition and learning. In W.M. Reynolds & G.E. Miller (Eds.), Handbook of psychology: Vol. 7, Educational psychology. New York: Wiley.
49. Mowl, G. & Pain, R. (1995). Using self and peer assessment to improve students' essay writing: A case study from geography. Innovations in Education and Teaching International, 32(4), 324-335. doi: 10.1080/1355800950320404
50. Murray, D.M. (1982). Learning by teaching. Montclair, NJ: Boynton/Cook.
51. Nicol, D. & MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
52. Oldfield, K.A. & Macalpine, J.M.K. (1995). Peer and self-assessment at the tertiary level: An experiential report. Assessment and Evaluation in Higher Education, 20(1), 125-132.
53. Omelicheva, M.Y. (2005). Self and peer evaluation in undergraduate education: Structuring conditions that maximize its promises and minimize the perils. Journal of Political Science Education, 1(2), 191-205. doi: 10.1080/15512160590961784
54. O'Neill, P. (2002). Reflection and self-assessment: Resisting ritualistic discourse. Writing Instructor, 2(1). Retrieved from http://www.writinginstructor.com/essays/oneill.html
55. Orsmond, P., Merry, S. & Callaghan, A. (2004). Implementation of a formative assessment model incorporating peer and self assessment. Innovations in Education and Teaching International, 41(3), 273-290. doi: 10.1080/14703290410001733294
56. Orsmond, P., Merry, S. & Reiling, K. (1996). The importance of marking criteria in the use of peer assessment. Assessment and Evaluation in Higher Education, 21, 239-249. doi: 10.1080/0260293960210304
57. Orsmond, P., Merry, S. & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment and Evaluation in Higher Education, 27(4), 309-323. doi: 10.1080/0260293022000001337
58. Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139-158. doi: 10.1080/10573560390143085
59. Romeo, L. (2008). Informal writing assessment linked to instruction: A continuous process for teachers, students, and parents. Reading & Writing Quarterly, 24, 25-51. doi: 10.1080/10573560701753070
60. Ross, J.A., Rolheiser, C. & Hogaboam-Gray, A. (1999). Effects of self-evaluation training on narrative writing. Assessing Writing, 6(1), 107-132. doi: 10.1016/S1075-2935(99)00003-3
61. Sadler, B. & Andrade, H. (2004). The writing rubric. Educational Leadership, 62(2), 48-52. Retrieved from http://www.ascd.org/publications/educational-leadership/oct04/vol62/num02/The-Writing-Rubric.aspx
62. Sandmann, A. (2006). Nurturing thoughtful revision using the Focused Question Card strategy. Journal of Adolescent & Adult Literacy, 50(1), 20-28.
63. Schunk, D.H. & Swartz, C.W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18(3), 337-354.
64. Smith, E. & Gorard, S. (2005). 'They don't give us our marks': The role of formative feedback in student progress. Assessment in Education, 12(1), 21-38.
65. Sommers, J. (1989). The writer's memo: Collaboration, response, and development. In C.M. Anson (Ed.), Writing and response: Theory, practice, and research. (pp. 174-186). Urbana, IL: National Council of Teachers of English.
66. Sommers, N. & Saltz, L. (2004). The novice as expert: Writing the freshman year. College Composition and Communication, 5(6), 124-149.
67. Stefani, L.A.J. (1994). Peer, self and tutor assessment: Relative reliabilities. Studies in Higher Education, 19(1), 69-75. doi: 10.1080/03075079412331382153
68. Stewart, D.C. (1972). The authentic voice: A pre-writing approach to student writing. Dubuque, IA: Brown.
69. Strachan, I.B. & Wilcox, S. (1996). Peer and self-assessment of group work: Developing an effective response to increased enrolment in a third-year course in microclimatology. Journal of Geography in Higher Education, 20(3), 343-353. doi: 10.1080/03098269608709377
70. Swanson, D., Case, S. & Van der Vleuten, C. (1991). Strategies for student assessment. In D. Boud & G. Feletti (Eds.), The challenge of problem-based learning. (pp. 260-273). London: Kogan Page.
71. Vickers, C. & Ene, E. (2006). Grammatical accuracy and learner autonomy in advanced writing. English Language Teaching Journal, 60(2), 109-116. doi: 10.1093/elt/cci097
72. Warkentin, R.W., Griffin, M.M., Quinn, G.P. & Griffin, B.W. (1995). An exploration of the effects of cooperative assessment on student knowledge structure. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
73. Warne, B.M. (2008). Writing steps: A recursive and individual experience. English Journal, 97(5), 23-27.
74. Yancey, K.B. (1998). Reflection in the writing classroom. Logan: Utah State University Press.
75. Yancey, K.B. (1999). Looking back as we look forward: Historicizing writing assessment. College Composition and Communication, 50(3), 483-501.
76. Zimmerman, B.J. & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660-668.
77. Zimmerman, B.J. & Risemberg, R. (1997). Research for the future: Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73-101.
78. Zoller, U. & Ben-Chaim, D. (1997). Student self-assessment in HOCS science examinations: Is there a problem? Journal of Science Education and Technology, 7(2), 135-147. doi: 10.1023/A:1022512423569