The Effect of Self-Assessment on Achievement in Writing in English

Year 2018, Volume: 8 Issue: 1, 107 - 118, 01.04.2018

Melike Cömert Ömer Kutlu

Abstract

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Keywords

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The Effect of Self-Assessment on Achievement in Writing in English

Abstract

The “learning autonomy,” which is believed to have positive effects on learning processes, is achieved
when learners have the responsibility to make decisions in their own learning process. In order for
individuals to have learner autonomy, the individual must be able to decide which methods and
techniques to use in the learning process, to follow their own learning process, and to arrive at realistic
assessments for their own learning situation. In the literature, the evaluation of one’s own learning
process and products is called “self-assessment.” Self-assessment is expressed as having a positive
contribution to one’s own learning processes. The main aim of this study is to investigate the effects of
self-assessment on the English writing skills of non-native students. The research was conducted at a
state university in Ankara in B1 level, beginning at the second semester of the academic year 2014-2015
and lasted for eight weeks. The study used a pretest - posttest control group design. The required data
for the research were collected by pretest and posttest English Writing Tasks, a scoring rubric, and an
interview form developed by the researcher. Analysis of the data obtained from the pretest and posttest
was carried out by two-way ANOVA for mixed measures, while content analysis method was
conducted in order to analyze the data obtained from the interviews. As a result of the research, it has
been concluded that writing lessons in which students practice self-assessment are more effective in
improving the writing skills of students than writing lessons conducted by traditional means

Keywords

Writing skills, Achievement in writing lessons, Feedback, Measurement and evaluation, Self-assessment

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