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ERIC Number: EJ817236
Record Type: Journal
Publication Date: 2008-Oct
Pages: 6
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0098-6283
Ways of Writing: Linguistic Analysis of Self-Assessment and Traditional Assignments
Peden, Blaine F.; Carroll, David W.
Teaching of Psychology, v35 n4 p313-318 Oct 2008
Scholars of teaching and learning have endorsed self-assessment assignments as a way to encourage greater reflection by students. However, no studies to date have compared writing in self-assessment with traditional academic assignments. We performed a quantitative text analysis of students' language in self-assessment versus traditional assignments from 3 courses. Self-assessment assignments included more references to cognitive words (i.e., words related to insight) than traditional academic assignments. In addition, self-assessments included more emotion words and pronouns and were linguistically simpler than traditional academic assignments. We conclude that self-assessment assignments encourage students to become more reflective, a goal of the American Psychological Association (2007) curricular guidelines. (Contains 2 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A