ERIC Number: ED424248
Record Type: RIE
Publication Date: 1998-May
Effects of Self-Evaluation Training on Narrative Writing.
Ross, John A.; Rolheiser, Carol; Hogaboam-Gray, Anne
Despite the burgeoning use of authentic assessment, few studies have examined effects on students. In this study, 148 students in 15 grade 4-6 classrooms were taught over an 8-week period how to evaluate their work. Their self-reflections were later compared with those of 148 control group students. Treatment group students became more accurate in their self-evaluations than controls. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreased when teachers shared assessment responsibility. Treatment students also outperformed controls on narrative writing but the overall effect was small (ES=0.18). Poorer writers improved their writing much more if they were in the treatment rather than the control group (ES=0.58). The results of the treatment are attributed to the focusing effects of joint criteria development and use, and to the heightened meaningfulness of self-evaluation over other assessment data. An appendix presents the assessment scales for the Junior Division Narrative tests. (Contains 6 tables and 52 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).; Ontario Dept. of Education, Toronto.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Canadian Society for the Study of Education (Ottawa, Ontario, Canada, May 1998). Funding also provided by School District 13, Ontario.