Self-Assessment of Writing ADO 90405 FV

333 Pages·2009·4.8 MB·English

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Self-Assessment of Writing Self-Assessment of Writing
in Learning English as a Foreign Language in Learning English as a Foreign Language

A Study at the Upper Secondary School Level A Study at the Upper Secondary School Level

GÖTEBORG STUDIES IN EDUCATIONAL SCIENCES 277 GÖTEBORG STUDIES IN EDUCATIONAL SCIENCES 277
Self-Assessment of Writing Self-Assessment of Writing
in Learning English as a Foreign Language in Learning English as a Foreign Language
A Study at the Upper Secondary School Level A Study at the Upper Secondary School Level
Self-assessment practices are considered important to the development of Self-assessment practices are considered important to the development of
lifelong language learning skills and the development of more comprehensive lifelong language learning skills and the development of more comprehensive
assessment practices. Modern communicative language learning involves both assessment practices. Modern communicative language learning involves both
group interaction between students and individual work in accordance with group interaction between students and individual work in accordance with
set curricular goals. This thesis explores and discusses upper secondary school set curricular goals. This thesis explores and discusses upper secondary school

students’ self-assessments of their writing on a group as well as an individual students’ self-assessments of their writing on a group as well as an individual
level. level.
S S
The results of the study showed that at the group level students were well able E Anne TDher aregsuelmts oaf rthke Ostusdcya srhsoowned that at the group level students were well able E Anne Dragemark Oscarson
to assess their general writing results. At the individual level the results were L to assess their general writing results. At the individual level the results were L
F F
more variable, partly depending on the type of writing activity assessed and - more variable, partly depending on the type of writing activity assessed and -
A Self-Assessment of Writing A Self-Assessment of Writing
on the amount of practice students had had of self-assessment. The results S on the amount of practice students had had of self-assessment. The results S
S S
also showed that the specific writing skills that students focused on in their E in Laelsao srhnowiend thgat Ethen spgecilfiics whrit inags sk ialls tFhaot struedeingts nfoc uLseda onn ign tuheair ge E in Learning English as a Foreign Language
S S
writing are spelling and grammar rather than other skills such as vocabulary and S writing are spelling and grammar rather than other skills such as vocabulary and S
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punctuation. Students and teachers were positive to the incorporation of self- punctuation. Students and teachers were positive to the incorporation of self-
E A Study at the Upper Secondary School Level E A Study at the Upper Secondary School Level
assessment activities in the EFL writing classroom. They regarded self-assessment assessment activities in the EFL writing classroom. They regarded self-assessment
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as an important skill that underpins lifelong learning and contributes valuable T as an important skill that underpins lifelong learning and contributes valuable T
additional information to more traditional modes of assessment. O additional information to more traditional modes of assessment. O
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Anne Dragemark Oscarson is presently a teacher trainer W Anne Dragemark Oscarson is presently a teacher trainer W
at the University of Gothenburg. She has previously R at the University of Gothenburg. She has previously R
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taught English and Swedish at both the compulsory T taught English and Swedish at both the compulsory T
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and upper secondary school levels. She has also worked N and upper secondary school levels. She has also worked N
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with test development and has been involved in several with test development and has been involved in several
European and Swedish language projects. Her research European and Swedish language projects. Her research
interests involve language education and assessment of interests involve language education and assessment of
language skills, particularly self-assessment. language skills, particularly self-assessment.
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GÖTEBORG STUDIES IN EDUCATIONAL SCIENCES 277 TEBONAL SCIENCES 277
©Anne Dragemark Oscarson, 2009 ©Anne Dragemark Oscarson, 2009
ISBN 978-91-7346-653-0 ISBN 978-91-7346-653-0
ISSN 0436-1121 ISSN 0436-1121
Foto: Torsten Arpi Foto: Torsten Arpi
Avhandlingen finns även i fulltext på Avhandlingen finns även i fulltext på
http://hdl.handle.net/2077/19783 http://hdl.handle.net/2077/19783
Distribution: ACTA UNIVERSITATIS GOTHOBURGENSIS Distribution: ACTA UNIVERSITATIS GOTHOBURGENSIS
Box 222 Box 222
SE-405 30 Göteborg, Sweden SE-405 30 Göteborg, Sweden
Printed by Geson Hylte Tryck, Göteborg, 2009 Printed by Geson Hylte Tryck, Göteborg, 2009
Abstract Abstract
Title: Self-Assessment of Writing in Learning English as a Foreign Title: Self-Assessment of Writing in Learning English as a Foreign
Language. A Study at the Upper Secondary School Level Language. A Study at the Upper Secondary School Level
Language: English (with a Swedish summary) Language: English (with a Swedish summary)
Keywords: Self-assessment, assessment, language education, EFL, Keywords: Self-assessment, assessment, language education, EFL,
writing, lifelong learning, feedback writing, lifelong learning, feedback
ISBN: 978-91-7346-653-0 ISBN: 978-91-7346-653-0
The main aim of this study is to explore the role of self-assessment in EFL The main aim of this study is to explore the role of self-assessment in EFL
learning in developing lifelong language learning skills and in furthering the learning in developing lifelong language learning skills and in furthering the
development of more comprehensive and thereby fairer assessment practices. development of more comprehensive and thereby fairer assessment practices.
The study explores how upper secondary school students perceived their own The study explores how upper secondary school students perceived their own
general and specific writing abilities in relation to syllabus goals and whether general and specific writing abilities in relation to syllabus goals and whether
these perceptions are affected by self-assessment practices. It also explores these perceptions are affected by self-assessment practices. It also explores
students’ and teachers’ experiences of integrating self-assessment into students’ and teachers’ experiences of integrating self-assessment into
everyday classroom practice. The study is based on the theory that everyday classroom practice. The study is based on the theory that
metacognitive skills such as self-regulation and self-monitoring are important metacognitive skills such as self-regulation and self-monitoring are important
for the development of autonomous learning skills. for the development of autonomous learning skills.
Two teachers and four groups of Swedish upper secondary students Two teachers and four groups of Swedish upper secondary students
participated in the study during one school year. Using grades, students self- participated in the study during one school year. Using grades, students self-
assessed the results of two written assignments, namely a classroom writing assessed the results of two written assignments, namely a classroom writing
assignment and a written test task. The classroom writing assignment was also assignment and a written test task. The classroom writing assignment was also
analyzed linguistically by the researcher. The two teachers and eight student analyzed linguistically by the researcher. The two teachers and eight student
focus groups were interviewed about their experiences at the end of the study. focus groups were interviewed about their experiences at the end of the study.

The results of the study showed that at the group level students were well able The results of the study showed that at the group level students were well able
to assess their general writing results in relation to the criterion (the teachers’ to assess their general writing results in relation to the criterion (the teachers’
grades). At the individual level the results were more variable, partly grades). At the individual level the results were more variable, partly
depending on the type of writing activity assessed and on the amount of depending on the type of writing activity assessed and on the amount of
practice students had had of self-assessment. Students’ assessments of their practice students had had of self-assessment. Students’ assessments of their
writing ability in general showed a stronger relationship with teachers’ grades writing ability in general showed a stronger relationship with teachers’ grades
than did students’ assessments of their results in a particular classroom than did students’ assessments of their results in a particular classroom
writing assignment. Students’ assessments tended to become more realistic with practice. writing assignment. Students’ assessments tended to become more realistic with practice.
The results also showed that the specific writing skills that students at upper The results also showed that the specific writing skills that students at upper
secondary school focused on in their writing are spelling and grammar, rather secondary school focused on in their writing are spelling and grammar, rather
than other skills such as sentence structure, vocabulary, paragraphing and than other skills such as sentence structure, vocabulary, paragraphing and
punctuation skills. Students were self-critical with regard to these skills and punctuation skills. Students were self-critical with regard to these skills and
tended to underestimate their performance in relation to the researchers’ tended to underestimate their performance in relation to the researchers’
assessment of the same. assessment of the same.
Students and teachers were positive to the incorporation of self-assessment Students and teachers were positive to the incorporation of self-assessment
activities in the EFL writing classroom and saw it as a transferable skill that activities in the EFL writing classroom and saw it as a transferable skill that
underpins lifelong learning in other subject areas. The method used in a underpins lifelong learning in other subject areas. The method used in a
classroom assignment, where the writing process approach was coupled to classroom assignment, where the writing process approach was coupled to
self-assessment questions and non-corrective feedback from the teacher, was self-assessment questions and non-corrective feedback from the teacher, was
found to be a practical way of helping students become more aware of their found to be a practical way of helping students become more aware of their
language skills and language levels. Both teachers and students considered language skills and language levels. Both teachers and students considered
student self-assessments as contributing valuable additional information to student self-assessments as contributing valuable additional information to
ordinary tutoring and testing. ordinary tutoring and testing.
The implications for EFL writing are that syllabus goals that encourage The implications for EFL writing are that syllabus goals that encourage
student responsibility and autonomy are viable and realistic, but students need student responsibility and autonomy are viable and realistic, but students need
to practice self-assessment, preferably from an early age, to become adept at to practice self-assessment, preferably from an early age, to become adept at
employing the approach effectively on a regular basis. employing the approach effectively on a regular basis.
Table of contents Table of contents
1. INTRODUCTION................................................................................................................................13 1. INTRODUCTION................................................................................................................................13
1.1 THE PROJECT SELF-ASSESSMENT OF LEARNING: THE CASE OF LANGUAGES....................14 1.1 THE PROJECT SELF-ASSESSMENT OF LEARNING: THE CASE OF LANGUAGES....................14
1.2 AIM OF THE STUDY......................................................................................................................15 1.2 AIM OF THE STUDY......................................................................................................................15
1.2.1 Research Questions.............................................................................................................16 1.2.1 Research Questions.............................................................................................................16
1.3 ORGANIZATION OF THE THESIS..................................................................................................16 1.3 ORGANIZATION OF THE THESIS..................................................................................................16
2. LANGUAGE POLICY AND THE SWEDISH SCHOOL SYSTEM...................................................19 2. LANGUAGE POLICY AND THE SWEDISH SCHOOL SYSTEM...................................................19
2.1 THE INFLUENCE OF POLICY DOCUMENTS.................................................................................19 2.1 THE INFLUENCE OF POLICY DOCUMENTS.................................................................................19
2.1.1 The Concept of Lifelong Learning.......................................................................................20 2.1.1 The Concept of Lifelong Learning.......................................................................................20
2.1.2 European Aims for Lifelong Language Learning................................................................22 2.1.2 European Aims for Lifelong Language Learning................................................................22
2.1.3 The Common European Framework of Reference for Languages...................................23 2.1.3 The Common European Framework of Reference for Languages...................................23
2.2 ON A NATIONAL LEVEL – EFL IN THE SWEDISH UPPER SECONDARY SCHOOL....................25 2.2 ON A NATIONAL LEVEL – EFL IN THE SWEDISH UPPER SECONDARY SCHOOL....................25
2.2.1 The Swedish Curriculum and Language Syllabuses.........................................................27 2.2.1 The Swedish Curriculum and Language Syllabuses.........................................................27
2.2.2 Consequences for EFL Assessment Practices..................................................................30 2.2.2 Consequences for EFL Assessment Practices..................................................................30
3. BACKGROUND THEORIES OF SELF-REGULATION AND THE SELF-REGULATED 3. BACKGROUND THEORIES OF SELF-REGULATION AND THE SELF-REGULATED
LEARNER................................................................................................................................................33 LEARNER................................................................................................................................................33
3.1 THE CONCEPT OF REFLEXIVITY.................................................................................................33 3.1 THE CONCEPT OF REFLEXIVITY.................................................................................................33
3.2 PERSPECTIVES AND THEORIES OF LEARNING.........................................................................36 3.2 PERSPECTIVES AND THEORIES OF LEARNING.........................................................................36
3.2.1 Cognitive and Social Constructivism...................................................................................36 3.2.1 Cognitive and Social Constructivism...................................................................................36
3.2.2 Social Cognitive Theory.......................................................................................................40 3.2.2 Social Cognitive Theory.......................................................................................................40
3.2.3 Self-regulation in Society and Education............................................................................44 3.2.3 Self-regulation in Society and Education............................................................................44
4. THE BACKGROUND TO CURRENT LANGUAGE EDUCATION AND ASSESSMENT 4. THE BACKGROUND TO CURRENT LANGUAGE EDUCATION AND ASSESSMENT
PRACTICES............................................................................................................................................49 PRACTICES............................................................................................................................................49
4.1 A BRIEF HISTORICAL PERSPECTIVE ON ASSESSMENT PRACTICES IN RELATION TO 4.1 A BRIEF HISTORICAL PERSPECTIVE ON ASSESSMENT PRACTICES IN RELATION TO
LANGUAGE EDUCATION.....................................................................................................................49 LANGUAGE EDUCATION.....................................................................................................................49
4.1.1 The Pre-scientific Period......................................................................................................50 4.1.1 The Pre-scientific Period......................................................................................................50
4.1.2 The Psychometric-Structuralist Period................................................................................51 4.1.2 The Psychometric-Structuralist Period................................................................................51
4.1.3 The Psycholinguistic – Sociolinguistic Period or The Integrative Approach....................52 4.1.3 The Psycholinguistic – Sociolinguistic Period or The Integrative Approach....................52
4.2 THE CRITICAL PERSPECTIVE ON LANGUAGE ASSESSMENT...................................................56 4.2 THE CRITICAL PERSPECTIVE ON LANGUAGE ASSESSMENT...................................................56
5. RELATED RESEARCH.....................................................................................................................61 5. RELATED RESEARCH.....................................................................................................................61
5.1 FORMATIVE ASSESSMENT..........................................................................................................61 5.1 FORMATIVE ASSESSMENT..........................................................................................................61
5.2 SELF-ASSESSMENT.....................................................................................................................63 5.2 SELF-ASSESSMENT.....................................................................................................................63
5.2.1 Role of Assessment Criteria................................................................................................66 5.2.1 Role of Assessment Criteria................................................................................................66
5.3 SELF-ASSESSMENT OF LANGUAGE LEARNING.........................................................................67 5.3 SELF-ASSESSMENT OF LANGUAGE LEARNING.........................................................................67
5.4 SELF-ASSESSMENT OF WRITING...............................................................................................72 5.4 SELF-ASSESSMENT OF WRITING...............................................................................................72
5.4.1 The Nature and Role of EFL Writing..................................................................................75 5.4.1 The Nature and Role of EFL Writing..................................................................................75
5.4.2 The Writing Process............................................................................................................76 5.4.2 The Writing Process............................................................................................................76
5.4.3 Considerations in FL Writing and Assessment..................................................................78 5.4.3 Considerations in FL Writing and Assessment..................................................................78
5.4.4 Feedback and Correction Effectiveness............................................................................80 5.4.4 Feedback and Correction Effectiveness............................................................................80
5.5 SUMMARY....................................................................................................................................87 5.5 SUMMARY....................................................................................................................................87
6. METHODOLOGY..............................................................................................................................91 6. METHODOLOGY..............................................................................................................................91
6.1 TYPE OF STUDY...........................................................................................................................91 6.1 TYPE OF STUDY...........................................................................................................................91
6.2 SELECTION AND DESCRIPTION OF THE SCHOOL, STUDENTS, AND TEACHERS...................93 6.2 SELECTION AND DESCRIPTION OF THE SCHOOL, STUDENTS, AND TEACHERS...................93
6.2.1 The Educational Setting......................................................................................................93 6.2.1 The Educational Setting......................................................................................................93
6.2.2 The Students........................................................................................................................94 6.2.2 The Students........................................................................................................................94
6.2.3 The Teachers.......................................................................................................................99 6.2.3 The Teachers.......................................................................................................................99
6.2.4 The Role of the Researcher................................................................................................99 6.2.4 The Role of the Researcher................................................................................................99
6.3 INSTRUMENTS AND MATERIALS...............................................................................................100 6.3 INSTRUMENTS AND MATERIALS...............................................................................................100
6.3.1 Questionnaires...................................................................................................................101 6.3.1 Questionnaires...................................................................................................................101
6.3.2 Written Assignments..........................................................................................................102 6.3.2 Written Assignments..........................................................................................................102
6.3.3 Interviews...........................................................................................................................103 6.3.3 Interviews...........................................................................................................................103
6.3.4 Timeline..............................................................................................................................104 6.3.4 Timeline..............................................................................................................................104
6.4 METHOD OF DATA COLLECTION..............................................................................................107 6.4 METHOD OF DATA COLLECTION..............................................................................................107
6.4 METHOD OF DATA COLLECTION..............................................................................................108 6.4 METHOD OF DATA COLLECTION..............................................................................................108
6.4.1 The Pilot Study...................................................................................................................108 6.4.1 The Pilot Study...................................................................................................................108
6.4.2 Method and Procedure Used in the Classroom Writing Assignment.............................109 6.4.2 Method and Procedure Used in the Classroom Writing Assignment.............................109
6.4.3 Collection of the Students’ Self-assessments of Off- and On-task Writing Performance 6.4.3 Collection of the Students’ Self-assessments of Off- and On-task Writing Performance
......................................................................................................................................................111 ......................................................................................................................................................111
6.4.4 Collection of the Students’ Self-assessments of Specific Writing Skills........................113 6.4.4 Collection of the Students’ Self-assessments of Specific Writing Skills........................113
6.4.5 Collection of the Students’ and Teachers’ Voices on Self-assessment.........................118 6.4.5 Collection of the Students’ and Teachers’ Voices on Self-assessment.........................118
6.5 OVERVIEW OF EVENTS AND DATA..........................................................................................120 6.5 OVERVIEW OF EVENTS AND DATA..........................................................................................120
6.6 VALIDITY AND RELIABILITY.......................................................................................................123 6.6 VALIDITY AND RELIABILITY.......................................................................................................123
6.7 METHODOLOGICAL CONSIDERATIONS....................................................................................124 6.7 METHODOLOGICAL CONSIDERATIONS....................................................................................124
6.7.1 The Written Assignments..................................................................................................125 6.7.1 The Written Assignments..................................................................................................125
6.7.2 The Student and Teacher Interviews...............................................................................128 6.7.2 The Student and Teacher Interviews...............................................................................128
6.8 ETHICAL CONSIDERATIONS......................................................................................................128 6.8 ETHICAL CONSIDERATIONS......................................................................................................128
6.9 SUMMARY..................................................................................................................................130 6.9 SUMMARY..................................................................................................................................130
7. RESULTS.........................................................................................................................................133 7. RESULTS.........................................................................................................................................133
7.1 THE STUDENTS’ SELF-ASSESSMENTS OF GENERAL OFF- AND ON-TASK WRITING 7.1 THE STUDENTS’ SELF-ASSESSMENTS OF GENERAL OFF- AND ON-TASK WRITING
PERFORMANCE................................................................................................................................134 PERFORMANCE................................................................................................................................134
7.1.1 Students’ Self-assessment of their General EFL Writing Ability....................................135 7.1.1 Students’ Self-assessment of their General EFL Writing Ability....................................135
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7.1.2 Students’ Self-assessment of a Classroom Writing Assignment...................................141 7.1.2 Students’ Self-assessment of a Classroom Writing Assignment...................................141
7.1.3 Students’ Self-assessment of a Writing Test Task.........................................................146 7.1.3 Students’ Self-assessment of a Writing Test Task.........................................................146
7.1.4 Relationships between Students’ Off- and On-task Self-assessments.........................152 7.1.4 Relationships between Students’ Off- and On-task Self-assessments.........................152
7.1.5 Summary and Reflections.................................................................................................156 7.1.5 Summary and Reflections.................................................................................................156
7.2 STUDENTS’ SELF-ASSESSMENTS OF SPECIFIC WRITING SKILLS........................................162 7.2 STUDENTS’ SELF-ASSESSMENTS OF SPECIFIC WRITING SKILLS........................................162
7.2.1 Students’ Focus Areas......................................................................................................163 7.2.1 Students’ Focus Areas......................................................................................................163
7.2.2 Students’ Assessment of their Specific Skills in Relation to the Researcher’s Grading 7.2.2 Students’ Assessment of their Specific Skills in Relation to the Researcher’s Grading
......................................................................................................................................................167 ......................................................................................................................................................167
7.2.3 Summary and Reflections.................................................................................................174 7.2.3 Summary and Reflections.................................................................................................174
7.3. STUDENTS’ AND TEACHERS’ VOICES ON SELF-ASSESSMENT AND SELF-ASSESSMENT 7.3. STUDENTS’ AND TEACHERS’ VOICES ON SELF-ASSESSMENT AND SELF-ASSESSMENT
PRACTICES......................................................................................................................................177 PRACTICES......................................................................................................................................177
7.3.1 The Students’ Experiences...............................................................................................178 7.3.1 The Students’ Experiences...............................................................................................178
7.3.2 The Teachers’ Experiences..............................................................................................202 7.3.2 The Teachers’ Experiences..............................................................................................202
7.3.3 Summary and Reflections.................................................................................................210 7.3.3 Summary and Reflections.................................................................................................210
8. SELF-ASSESSMENT IN EFL WRITING: DISCUSSION AND CONCLUSIONS........................217 8. SELF-ASSESSMENT IN EFL WRITING: DISCUSSION AND CONCLUSIONS........................217
8.1 DISCUSSION..............................................................................................................................217 8.1 DISCUSSION..............................................................................................................................217
8.1.1 Students’ Competence in Estimating EFL Writing, Off- and On-task............................218 8.1.1 Students’ Competence in Estimating EFL Writing, Off- and On-task............................218
8.1.2 Students’ Competence in Identifying their Specific Writing Skills as Satisfactory or in 8.1.2 Students’ Competence in Identifying their Specific Writing Skills as Satisfactory or in
Need of Improvement.................................................................................................................223 Need of Improvement.................................................................................................................223
8.1.3 Students’ and Teachers’ Experiences of and Attitudes toward Self-assessment of EFL 8.1.3 Students’ and Teachers’ Experiences of and Attitudes toward Self-assessment of EFL
Writing..........................................................................................................................................225 Writing..........................................................................................................................................225
8.1.4 Self-assessment as a Means to Increase Learner Awareness of EFL Writing Results228 8.1.4 Self-assessment as a Means to Increase Learner Awareness of EFL Writing Results228
8.2 GENERAL CONSIDERATIONS...................................................................................................230 8.2 GENERAL CONSIDERATIONS...................................................................................................230
8.3 CONCLUSIONS AND IMPLICATIONS FOR TEACHING EFL WRITING......................................230 8.3 CONCLUSIONS AND IMPLICATIONS FOR TEACHING EFL WRITING......................................230
8.4 FURTHER RESEARCH...............................................................................................................234 8.4 FURTHER RESEARCH...............................................................................................................234
SVENSK SAMMANFATTNING...........................................................................................................237 SVENSK SAMMANFATTNING...........................................................................................................237
REFERENCES.....................................................................................................................................251 REFERENCES.....................................................................................................................................251
LIST OF TABLES AND FIGURES......................................................................................................275 LIST OF TABLES AND FIGURES......................................................................................................275
APPENDICES 1 - 5 APPENDICES 1 - 5

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