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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/30006

Title: Effect of self-evaluation on narrative writing
Authors: Ross, John A.
Rolheiser, Carol
Hogaboam-Gray, Anne
Keywords: Alternate assessment
Grade 4
Grade 5
Grade 6
Self evaluation (individuals)
Educational strategies
Intermediate grades
Intermediate students
Student evaluation
Writing (composition)
Writing instruction
Writing research
Narrative writing
Self-evaluation training
Issue Date: 1999
Publisher: Elsevier
Citation: Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1999). Effect of self-evaluation on narrative writing. Assessing Writing, 6(1), 107-132. doi:10.1016/S1075-2935(99)00003-3
Abstract: Despite the burgeoning use of alternate assessment, few studies have examined effects on students. In this study, 148 students in 15 grade 4-6 classrooms were taught over an 8-week period how to evaluate their work (control N=148). Treatment group students became more accurate in their self-evaluations than controls. Contrary to the beliefs of many students, parents and teachers, students’ propensity to inflate grades decreased when teachers shared assessment responsibility. Treatment students also outperformed controls on narrative writing but the overall effect was small (ES=.18). Weaker writers improved their writing much more if they were in the treatment than the control group (ES=.58). Improvements consisted of increasing integration of story elements around a central theme and the adoption of a narrative voice. In contrast conventions of language were relatively unchanged. The results of the treatment were attributed to the focusing effect of joint criteria development and use, and to the heightened meaningfulness of self-evaluation over other assessment data.
Description: *Corresponding author Dr. John A. Ross, Professor & Head, OISE/UT Trent Valley Centre, Box 719, 150 O’Carroll Ave., Peterborough, ON K9J 7A1 CANADA
URI: http://hdl.handle.net/1807/30006
ISSN: 1075-2935
Appears in Collections:Faculty (CTL)

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