Promoting Learner Autonomy through Teacher-Student Partnership Assessment in an American High School: A Cycle of Action Research (El papel de la evaluación negociada en el desarrollo de la autonomía del estudiante en la escuela secundaria norteamericana: un ciclo de investigación-acción)

Autor/in	Picón Jácome, Édgar
Titel	Promoting Learner Autonomy through Teacher-Student Partnership Assessment in an American High School: A Cycle of Action Research (El papel de la evaluación negociada en el desarrollo de la autonomía del estudiante en la escuela secundaria norteamericana: un ciclo de investigación-acción)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 14 (2012) 2, S.145-162 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Action Research; Teacher Student Relationship; Writing Evaluation; Student Evaluation; High School Students; Personal Autonomy; Feedback (Response); Scoring Rubrics; Ownership; Student Responsibility; Metacognition; Critical Thinking; Writing Skills; Spanish; Teacher Role; Evaluation Methods; Second Language Instruction; Journal Writing; Student Surveys; Documentation; Writing Assignments; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Projektforschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulnote; Studentische Bewertung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individuelle Autonomie; Scoring formulas; Auswertungsbogen; Eigentum; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kritisches Denken; Writing skill; Schreibfertigkeit; Spanisch; Lehrerrolle; Fremdsprachenunterricht; Zeitschriftenaufsatz; Schülerbefragung; Dokumentation; Qualitative Forschung; Statistische Analyse
Abstract	In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students' autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process were the use of symbols as the form of feedback and the design of a rubric containing criteria negotiated with the students as the scoring method. Results showed that the students developed some autonomy reflected in three dimensions: ownership of their learning process, metacognition, and critical thinking, which positively influenced an enhancement of their writing skills in both English and Spanish. Likewise, the role of the teacher was found to be paramount to set appropriate conditions for the students' development of autonomy. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01