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

Öz

-

Anahtar Kelimeler

• -

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

Kaynakça

1. Aksan, D. (2005). Anlambilim konuları ve Türkçenin anlambilimi. Ankara: Engin Yayınevi. Andrade, H., & Boulay, B. (2003). The role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97(1), 21-34.
2. Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy and Practice, 17(2), 199-214.
3. Banlı, S. (2014). The role of self-assessment practices in the improvement of freshman students’ writing performance and awareness (Unpublished master thesis). Çağ University Institute of Social Sciences, Mersin.
4. Bayat, Ö. (2010). İngilizce yazılı anlatım derslerinde uygulanan akran ve öz değerlendirme etkinliklerine yönelik öğrenci görüşleri. Dil Dergisi, 150, 70-81.
5. Bayrakçı, I. (2007). The role of self-assessment in foreign language teaching (Unpublished master thesis). Yıldız Teknik University, Institute of Social Sciences, İstanbul.
6. Benson, P. (1996). Concepts of autonomy in language Learning. In R. Pemberton, E. S. L. Li, W. W. F. Or, & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 27-34). Hong Kong: Hong Kong University Press.
7. Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman. Bing, X. (2016). A Study of the effects of student self-assessment on the EFL. Journalism and Mass Communication, 6(2), 91-107.
8. Boud, D. (1995). Enhancing learning through self-assessment. London: KoganPage. Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529-549.

9. Brooks, G. (2012) Assessment and academic writing: A look at the use of rubrics in the second language writing classroom. Kwansei Gakuin University Humanities Review, 17, 227-240.
10. Çakır, İ. (2010). Yazma becerisinin kazanılması yabancı dil öğretiminde neden zordur? Sosyal Bilimler Enstitüsü Dergisi, 28(1), 165-176.
11. Coşkun Demirpolat, B. (2015). Türkiye’nin yabancı dil öğretimiyle imtihanı: Sorunlar ve çözüm önerileri. Analiz, 131, 1-19.
12. Ferris, D., & Hedgcock, J. S. (1998). Teaching ESL composition: Purpose, process and practice. Mahwah, NJ: Lawrence Erlbaum.
13. Gunay, D. (2007). Metin bilgisi. İstanbul: Multilingual Yayınları.
14. Hirvela, A., & Pierson, H. (2000). Portfolio: Vehicles for authentic self-assessment. In G. Ekbatani & H. Pierson (Eds.), Learner- directed assessment in ESL (pp. 105-126). Manwah, NJ.: Lawrence Erlbaum.
15. Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon. İnözü, J., & Yumru, H. (2006). An action research on fostering reflective thinking for writing improvement. Journal of Çukurova University Institute of Social Sciences, 15(2), 207-216.
16. Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 7, 73-87.
17. Kavcar, C. (1986). Türk dili. Eskişehir: Anadolu Üniversitesi Açık Öğretim Fakültesi Yayınları. Kaya Yıldırım, İ. (2001). The effect of training students on self-assessment of their writing (Unpublished master thesis). İhsan Doğramacı Bilkent University, Institute of Social Sciences, Ankara.
18. Kutlu, Ö., Doğan, C. D., & Karakaya, İ. (2015). Ölçme ve değerlendirme: Performansa ve portfolyoya dayalı durum belirleme. Ankara: Pegem A Yayıncılık.
19. Lam, R. (2010). The role of self-assessment in students’ writing portfolios: A classroom investigation. TESL Reporter, 43(2), 16-34.
20. Luoma, S., & Tarnanen, M. (2003). Creating a self-rating instrument for second language writing: From idea to implementation. Language Testing, 20(4), 440-465.
21. Meihami, H., & Varmaghani, Z. (2013). The Implementation of self-assessment in EFL writing classroom. International Letters of Social and Humanistic Sciences, 9, 39-48.
22. Moskal, B. M., & Leydens, J. A. (2000). Scoring rubric development: Validity and reliability. Practical Assessment, Research & Evaluation, 7(10), 1-11.
23. Nurov, A. (2000). Self-assessment of foreign language achievement: the relationship between students self-assessment, teachers estimates and achievement test (Unpublished master thesis). İhsan Doğramacı Bilkent University, Institute of Social Sciences, Ankara.
24. O’Malley, J. M., & Pierce, V. D. (1996). Authentic assessment for English language learners. Boston: Addison-Wesley.
25. Oscarson, A. D. (2009). Self-assessment of writing in learning English as a foreign language: A study at the upper secondary school level. Göteborg: Geson Hylte Tryck.
26. Ross, J. A. (2006). The reliability, validity and utility of self-assessment. Practical Assessment, Research and Evaluation, 11(10), 1-13.