Abstract:
Research into student self-assessment in writing in primary (elementary) school classrooms is currently centred largely on students’ evaluation of individual pieces of work. This approach may inform students of their achievement in relation to a specific essay or poem they have produced, however, the information gained does not reflect the students’ overall abilities. This study focused on students’ ongoing self-assessment of many pieces of writing, with the result that a bigger picture of their abilities and next steps could be built. The findings of this inquiry contribute to filling a gap in the body of knowledge around student self-assessment. The research took the form of a practitioner inquiry and involved one class of New Zealand students of seven and eight years of age. At the beginning of the intervention, students were taught how to assess their writing using a rubric containing the required criteria. Data in the form of their knowledge of their abilities and next steps were collected both prior to and following six months use of the rubric. Data collection methods included participant questionnaires, interviews, and notes made whilst participants discussed their learning with their parents. Results indicated that knowledge increased for all participants, particularly those achieving at an average or above average level of academic ability. Findings suggested a possible relationship between student ability, knowledge of that ability, and self-esteem. Students identified that using a list of criteria, in this case in the form of a rubric, helped them identify knowledge of their abilities and next steps in writing.
