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ERIC Number: EJ1028646
Record Type: Journal
Publication Date: 2014-Feb
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0141-0423
Self-Assessment Methods in Writing Instruction: A Conceptual Framework, Successful Practices and Essential Strategies
Nielsen, Kristen
Journal of Research in Reading, v37 n1 p1-16 Feb 2014
Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large-scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices. Self-assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta-cognition during the writing process. Self-assessment practices are described in publications across the academic disciplines where writing is required, and close investigations of the methods are also published in the research fields of literacy, English education and composition. This study aims to bridge these fields to construct a clear and comprehensive understanding of self-assessment methods. Self-assessment encompasses a wide range of practices and varied terminology. It is essential to clarify effective methods of self-assessment and to disseminate practical information to educators. This paper presents the findings of an analysis of the literature yielding: (1) a theoretical framework for self-assessment methods in writing instruction; (2) an overview of concepts/practices; (3) a list of literature-supported strategies for effective classroom use derived from a study of a vast body of literature. Results strongly support self-assessment as a means to foster student writing achievement, middle school through higher education. Delineated strategies can assist instructors with self-assessment implementation.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A