A review of research on student self-assessment in second / foreign language writing

  • Nasreen Bhatti
  • Vahid Nimehchisalem
Keywords: Self-assessment, English as a foreign language, English as a second language, ESL/EFL writing

Abstract

The present article reviews the research on writing Self-Assessment (SA) conducted in the period of 2000 - 2020. The article discusses the theoretical foundation for SA following the review of conceptualization of SA by various researchers. We were particularly interested in (i) examining whether the concept of SA has witnessed an expansion during the two decades in English as a foreign/second language (EFL/ESL) writing and (ii) determining the components that were found interconnected to the concept of SA in the writing context. The findings related to the first objective indicate that the SA has expanded in its conceptualization; however, its definition and application are expected to broaden. As a result of analyzing the studies, based on the second objective, the following themes emerged: SA and training students, SA and the dialogue between students and teachers, SA and teacher training, SA and affective variables, SA and cultural components, SA and age, SA and instrumentation, SA and exemplars, SA and teacher feedback, SA and prior experience, SA and conducive environments, SA and contextualizing SA items. The review shows an important role of the components in the concept of SA in the EFL/ESL writing context; however, studies in this regard are scarce. Another group of studies that emerged was those that examined perceptions towards SA. We conclude with a critical reflection on the reviewed literature and recommend new directions for further studies.

References

Alfallay, I. (2004). The role of some selected psychological and personality traits of the rater in the accuracy of self- and peer-assessment. System, 32(3), 407-425. 10.1016/j.system.2004.04.006.
Andrade, H. L. (2019). A Critical Review of Research on Student SA. Frontiers in Education, 4(87), 1-13
Andrade, H. L. Du, Y. & Mycek, K. (2010) Rubric‐referenced self‐assessment and middle school students’ writing, Assessment in Education: Principles, Policy & Practice, 17:2, 199-214,
Andrade, H. L., & Du, Y. (2007). Student responses to criteria-referenced SA. Assessment and Evaluation in Higher Education, 32(2), 159–181
Andrade, H. L., & Valtcheva, A. (2009). Promoting Learning and Achievement through SA, Theory into Practice, 48(1), 12-19, DOI: 10.1080/00405840802577544
Andrade, H. L., Wang, X., Du, Y., & Akawi, R. (2009). Rubric Referenced SA and Self-Efficacy for Writing. The Journal of Educational Research, 102(4), 287-302, DOI: 10.3200/JOER.102.4.287-302
Bachman, L. (2000). Modern language testing at the turn of the century: assuring that what we count, counts. Language Testing, 17(1), 1-42.
Baxa, S. (2015). Enhancing Students’ Understanding and Revision of Narrative Writing through SA and Dialogue: A Qualitative Multi-Case Study. The Qualitative Report, 20(10), 1682-1708. Retrieved from https:/ /nsuworks.nova.edu/tqr/vol20/iss10/11
Birjandi, P., & Hadidi T., N. (2010). The role of self-assessment in promoting Iranian EFL learners’ motivation. English Language Teaching, 3(3), 211–220.
Black, P., & William, D. (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–144.
Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22, 151Ǧ 167.
Boud, D. (1999). Avoiding the traps: seeking good practice in the use of self-assessment and reflection in professional courses. Social Work Education: The International Journal, 18(2), 121-132.
Bowman, J. E. (2017). Engaging students in the assessment process: A quantitative study of peer- and self-assessment (PhD dissertation). Retrieved from ProQuest Dissertations and Theses database. (ProQuest No. 10683143)
Brown, G. T., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan (Eds). Sage Handbook of Research on Classroom Assessment (pp. 367–393). Los Angeles, CA: Sage.
Bruce, L.B. (2000). Student self-assessment: encouraging active engagement in learning (PHD dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI Number: 3012318)
Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1) 5–31.
Cassidy, S. (2007). Assessing ‘inexperienced’ students' ability to self-assess. Exploring links with learning style and academic personal control. Assessment & Evaluation in Higher Education, 32(3), 313-330.
Dragemark-Oscarson, A. (2009). Self-Assessment of Writing in Learning English as a Foreign Language. A Study at the Upper Secondary School Level (PhD dissertation). Retrieved from eric.ed.gov/?id=ED505960
Elgadal, H.A. (2017). The effect of self-assessment on inexperienced EFL students’ writing during revision (PhD dissertation). The University of Birmingham.
Fahimi, Z., & Rahimi, A. (2015). On the Impact of Self-assessment Practice on Writing Skill. Procedia Social and Behavioral Sciences, 192, 730 – 736.
Ferry, H., D. (2020). Teaching Writing through Self-Assessment and Analytical Scoring. International Journal of Scientific & Technology, 9(2), 4268-4272
Garcia, M. P. M. (2011). Self-assessment activities in a second language writing class: potential spaces for student negotiations (PhD dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI Number: 3574498)
Gregory, K., Cameron, C., & Davies, A. (2011). Self-assessment and goal setting: For use in middle and secondary school classrooms. Courtenay, Canada: Connections.
Handley, K., & Williams, L. (2011). From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment & Evaluation in Higher Education, 36(1), 95-108.
Harris, M., & McCann, P. (1994). Assessment. Macmillan Publishers Ltd.
Javaherbakhsh, M. R. (2010). The impact of self-assessment on Iranian EFL learners’ writing skill. English Language Teaching, 3(2), 213–218.
Khodadady, E., & Khodabakhshzade, H. (2012). The effect of portfolio and self-assessment on writing ability and autonomy. Journal of Language Teaching and Research, 3(3), 518–524.
Khonbi, Z., A. & Sadeghi, K. (2013). The effect of assessment type (self vs. peer) on Iranian university EFL Students’ course achievement. Procedia Social and Behavioral Sciences, 70(2013), 1552 – 1564.
Klimova, B., F. (2011). Assessment methods in the course on academic writing. Procedia Social and Behavioral Sciences, 15(1), 2604–2608.
Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in L2 writing. TESOL Quarterly, 52(4), 1085-1097.
Liang, J. (2014). Toward a Three-Step Pedagogy for Fostering Self-Assessment in a Second Language Writing Classroom. The CATESOL Journal 26(1), 100-119.
Liu, H., & Brantmeier, C. (2019). “I know English”: Self-assessment of foreign language reading and writing abilities among young Chinese learners of English. System, 80, 60-72
Lui, A. (2017). Validity of the responses to feedback survey: operationalizing and measuring students’ cognitive and affective responses to teachers’ feedback (Doctoral dissertation). University at Albany—SUNY: Albany NY.
Matsuno, S. (2009). Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms. Language Testing, 26(1), 75–100.
Matsuno, S. (2007). Self-, peer-, and teacher-assessment in Japanese university EFL writing classrooms (Ph.D. dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3255128)

Mazloomi, S., & Khabiri, M. (2016). The impact of self-assessment on language learners’ writing skill. Innovations in Education and Teaching International, 55(1), 1-10
Nielsen, K. J. (2014). Self-assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies. Journal of Research in Reading, 37(1), 1–16
Nielsen, K. J. (2011). Peer evaluation and self-assessment: A comparative study of the effectiveness of two complex methods of writing instruction in six sections of composition (Ph.D. dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3255128)
Nimehchisalem, V., Kalajahi, S., A., R., Syamimi, N., I., Shameem, R., Abdullah, A., N., Rashıd, R., & Fung, Y., M. (2018). Developing a Self-Assessment Guide for Undergraduates' Report Writing. Opción, Año 34(14), 594-634.
Nimehchisalem, V., Yoong Soon Chye, D., Sitizaidah, Z., Norouzi, S., & Khalid, S. (2014). A Self-assessment Checklist for Undergraduate Students’ Argumentative Writing. Advances in Language and Literary Studies, 5(1), 65- 80.
Obeid, R. (2017). Second Language Writing and Assessment: Voices from Within the Saudi EFL Context. English Language Teaching, 10(6), 174-181.
Orsmond, P., Merry, S., & Callaghan, A. (2004). Implementation of a formative assessment model incorporating peer and self-assessment. Innovations in Education and Teaching International, 41(3), 273-290.
Panadero, E., & Alonso-Tapia, J. (2013). SA: Theoretical and practical connotations: When it happens, how is it acquired and what to do to develop it in our students? Electronic Journal of Research in Educational Psychology, 11(2), 551-576.
Panadero, E., Brown, G. L., & Strijbos, J.W. (2016). The future of student self-assessment: a review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830.
Philippakos, Z., A. (2017). Giving Feedback: Preparing Students for Peer Review and Self-Evaluation. The Reading Teacher, 71(1), 13-22.
Quinlan, A. (2006). Assessment made easy: Scoring rubrics for teachers from K–college. Lanham, MD: Rowman and Littlefield Education.
Ratminingsih, N. M., Marhaeni, A. A. I. N., and Vigayanti, L. P. D. (2018). Self-assessment: the effect on students’ independence and writing competence. International Journal of Instruction, 11(3), 277–290.
Rivers, W.P. (2001). Autonomy at all costs: An ethnography of metacognitive self-assessment and self-management among experienced language learners. Modern Language Journal, 85(2), 279–290.
Ross, J.A. (2006).The Reliability, Validity, and Utility of Self-Assessment. Practical Assessment Research & Evaluation, 11(10), 1-13
Sahragard, R., & Mallahi, O. (2014). Relationship between Iranian EFL Learners' Language Learning Styles, Writing Proficiency and Self-assessment. Procedia Social and Behavioral Sciences, 98, 1611-1620.
Stiggins, R. J. (2001). Student-involved classroom assessment (3rd Ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.
Suzuki, M. (2009). The Compatibility of L2 Learners’ Assessment of Self- and Peer Revisions of Writing with Teachers’ Assessment. TESOL Quarterly, 43(1), 137-148.
Taras, M. (2010). Student self-assessment: Processes and consequences. Teaching in Higher Education, 15(2), 199-209.
Vasu, K., Ling, C., H., & Nimehchisalem, V. (2016). Malaysian Tertiary Level ESL Students’ Perceptions toward Teacher Feedback, Peer Feedback and Self-assessment in their Writing. International Journal of Applied Linguistics & English Literature, 5(5), 158-170.
Vasu, K., Yong M. F., Nimehchisalem, V., & Sabariah M. R. (In Press). Self-Regulated Learning Development in Undergraduate ESL Writing Classrooms: Teacher Feedback vs Self-Assessment. RELC Journal
Wang, W. (2017). Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context. Assessment & Evaluation in Higher Education, 42(8), 1280–1292.
Weiss, K. (2018). Student Self-Assessment Re-Assessed. Journal of Academic Writing, 8(2), 161-175
Wong, K. M., & Mak, P. (2018). Self-assessment in the primary L2 writing classroom. Canadian Modern Language Review, 75(2), 183-196.
Xu, Y. (2019). Scaffolding Students’ Self-Assessment of Their English Essays with Annotated Samples: A Mixed-Methods Study. Chinese Journal of Applied Linguistics, 42(4), 503-526.
Young, E. A. (2000). Enhancing student writing by teaching self-assessment strategies that incorporate the criteria of good writing (Ph.D. dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 9970981)
Zarei, G., Pourghasemian, H., & Jalali, H.(2017). Language Learners’ Writing Task Representation and Its Effect on Written Performance in an EFL Context. Journal Of Psycholinguistic Research, 46(3), 567-581.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-70
Published
2020-10-31
Abstract viewed = 0 times
PDF full text downloaded = 0 times