Self-Assessment During Online Discussion: An Action Research Perspective

Self-Assessment During Online Discussion: An Action Research Perspective

Ruth X. Guo (University of British Columbia, Canada)
Copyright: © 2006 |Pages: 16
DOI: 10.4018/978-1-59140-732-4.ch010

Abstract

This chapter describes student online self-assessment from a participatory action research perspective to monitor understanding and writing ability of international ESL students in English. The primary purpose of this chapter is to distinguish between holistic and analytic approaches to online self-assessment and to discuss the procedure for conducting action research on participants’ own online postings. Since both holistic and analytic assessments have benefits and limitations, the author argues that conducting self-assessment through a combination of these two approaches from an action research perspective allows learners of English a better opportunity to understand and monitor their own learning process. Therefore, the learners can have a better control of their learning activities and take an action to improve their online learning outcomes. This study implies that instructors should encourage students to develop their self-assessment skills since Web-based technology provides more freedom for students to monitor their own learning behaviors.

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