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
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.
