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Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education: The Use of Self-Assessment as an Inclusive Practice

Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education: The Use of Self-Assessment as an Inclusive Practice

Eleni Meletiadou
Copyright: © 2022 |Pages: 27
ISBN13: 9781799885795|ISBN10: 1799885798|ISBN13 Softcover: 9781799885801|EISBN13: 9781799885818
DOI: 10.4018/978-1-7998-8579-5.ch002
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MLA

Meletiadou, Eleni. "Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education: The Use of Self-Assessment as an Inclusive Practice." Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning, edited by Eleni Meletiadou, IGI Global, 2022, pp. 27-53. https://doi.org/10.4018/978-1-7998-8579-5.ch002

APA

Meletiadou, E. (2022). Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education: The Use of Self-Assessment as an Inclusive Practice. In E. Meletiadou (Ed.), Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning (pp. 27-53). IGI Global. https://doi.org/10.4018/978-1-7998-8579-5.ch002

Chicago

Meletiadou, Eleni. "Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education: The Use of Self-Assessment as an Inclusive Practice." In Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning, edited by Eleni Meletiadou, 27-53. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8579-5.ch002

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Abstract

Self-assessment (SA) is regarded as a prestigious method of formative assessment in higher education. The present study explored the use of SA as an inclusive practice aiming to help students improve their writing performance, self-regulation, and attitudes. Forty-four undergraduate students attended an academic writing module for one semester. Students had all used peer assessment (PA) during the previous semester and were then asked to use SA. The lecturer provided training, mentoring, and coaching throughout the implementation taking into consideration students' individual learning needs. Students' pre-test and post-test scores showed that SA improved undergraduate students' writing performance more than PA. The findings from students' pre- and post-implementation survey revealed that SA had a strong impact on students' self-regulation. Considering the findings from the students' focus group discussions final essays and self-reflective journals, SA was challenging but developed students' autonomy, critical thinking, and sense of personal accountability significantly.

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