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首页> 外文学位 >An investigation of student self-assessment and writing progress in an English composition course at Pattimura University, Ambon, Indonesia.
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An investigation of student self-assessment and writing progress in an English composition course at Pattimura University, Ambon, Indonesia.

机译：在印度尼西亚安汶的帕提村大学，对学生的自我评估和英语写作课程写作进度进行了调查。

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摘要

The teaching of writing at my university, Pattimura University, Ambon, Indonesia, relies on traditional forms of assessment and evaluation focusing mainly on the performance of objective skills or the display of knowledge as tested and evaluated by instructors. As a result, many students continue to depend on instructors to assess their learning. They are not, under the circumstances, encouraged to be responsible for their own learning. This study is a pilot study that was initiated to investigate the usefulness of criterion-reference assessment techniques for promoting student self-assessment, motivation to improve and progress in writing. Specifically, the study investigated whether or how students become better at self-assessing their own learning, and how students' writing performance improved over a semester with the use of self-reflection and assessment techniques. The six students who participated in the study were selected from those enrolled in a Writing I class at Pattimura University during the Spring 1999 term. The entire class received process writing instruction and produced a set of six writing tasks accompanied by six written reflections on learning, during a total learning time of 14 weeks or one semester. The results of the study show an increase in student's ability to self-assess their learning problems and needs as the semester progressed. Students were also found to have become better in setting learning goals and planning ways to implement their goals over time. Their writing also developed, particularly the compositional aspects of organization and development. Interestingly, the aspect of convention, which was not taught, also improved.
机译：在我的大学（印度尼西亚安汶，帕提村大学）的写作教学依赖于传统的评估和评估形式，主要侧重于客观技能的表现或经教师测试和评估的知识展示。结果，许多学生继续依靠教师来评估他们的学习。在这种情况下，不鼓励他们对自己的学习负责。这项研究是一项初步研究，旨在研究标准参考评估技术对促进学生自我评估，提高写作动机和进步的作用。具体而言，该研究调查了学生是否或如何变得更好地自我评估自己的学习，以及通过使用自我反思和评估技术，一个学期学生的写作表现如何提高。参加该研究的六名学生是从1999年春季学期在Pattimura大学的写作I课中选出的。整个班级接受了过程写作指导，并制定了一套六项写作任务，并伴随着六次关于学习的书面思考，整个学习时间为14周或一个学期。研究结果表明，随着学期的进行，学生自我评估学习问题和需求的能力有所提高。还发现学生在设定学习目标和计划随着时间的推移实现目标方面变得更好。他们的写作也得到了发展，特别是组织和发展的构成方面。有趣的是，未教授的约定方面也得到了改进。

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  • 作者

    Manuputty, Richard.;

  • 作者单位

    Simon Fraser University (Canada).;

  • 授予单位 Simon Fraser University (Canada).;
  • 学科 Education Language and Literature.
  • 学位 M.A.
  • 年度 2000
  • 页码 132 p.
  • 总页数 132
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 I-4;
  • 关键词

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