Literaturnachweis - Detailanzeige
| Autor/inn/en | Allen, Michael S.; Roswell, Barbara Sherr |
|---|---|
| Titel | Self-Evaluation in Holistic Assessment. |
| Quelle | (1989), (18 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Freshman Composition; Higher Education; Holistic Evaluation; Process Approach (Writing); Self Evaluation (Individuals); Student Attitudes; Writing Evaluation; Writing Processes; Writing Research |
| Abstract | To link writing assessment more closely to writing pedagogy, a project added a process instrument--a self-evaluation or "postwrite"--to a formal holistic writing assessment. Subjects were 348 freshman composition students at Goucher College. The postwrite asked students, after they had finished writing an essay, to answer four questions regarding what problems they faced while writing the essay, what solutions they considered for these problems, what alternative plans they considered and why they rejected those plans, and what they would do if they were to continue working on the essay. Evaluation showed that students fared better on their postwrites than on their essays. Patterns in postwrite responses showed general-intention responses, general-strategy responses, task-specific-strategy responses, teacher talk, and writer's talk. Self-evaluation changes the essential meaning of writing assessment from the assessment of writing to the assessment of writers. It treats writing as a process, as a multiple construct, and elicits information that can help both teacher and learner. Self-evaluation has major effects on students, removing a wall between assessment and pedagogy by making writing assessment a learning experience, helping students to talk like writers and see themselves as writers, and placing the writing task within the greater context of writing as revision. (One graph is included; the postwrite instrument and evaluation guidelines are attached.) (SR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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