Why I (Used to) Hate to Give Grades

Bloom, Lynn Z.

doi:10.2307/358403

Cited by 7 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The author suggests that reflective exercises encourage such development. In teaching students to work through a process, self‐assessment forces revision (Fitzgerald & Markham, ; Larson, ) and possibly introduces and reinforces the constructive habit of writing in a series of steps (Bloom, ; Graziano‐King, ; Warne, ).…”

Section: Self‐assessment: Theoretical Frameworkmentioning

confidence: 99%

“…A student might also be asked to assign a specific grade to an essay based on a set of criteria (often self‐grading , self‐rating , self‐critiquing ). This practice is not supported in the literature if the grade is used summatively to assign the actual official assignment or course grade (Bloom, ; Boud, ; Nicol & Macfarland‐Dick, ).…”

Section: Self‐assessment: Concept Stabilisation and Overview Of Commomentioning

confidence: 99%

“…Support should include student–teacher dialoguing (Andrade & Boulay, ; Baer, ; Harlen, ; O'Neill, ; Ross et al, ; Sandmann, ; Yancey, ).Rationale: One of the great benefits of self‐assessment exercises is the opportunity it affords for teachers to work one‐on‐one with students who need extra support. Teachers should interact with all students during activities in order to provide feedback, answer questions and provide clarification, but some students will need more scaffolding and guidance than others. Self‐assessment should include tasks that address specific components of writing, as well as holistic prompts eliciting global response (Andrade & Valtcheva, ; Bardine & Fulton, ; Beach, ; Bloom, ; Diltz, ; Jonsson & Svingby, ; Nicol & Macfarlane‐Dick, ; Omelicheva, ; Romeo, ; Sandmann, ; Sommers, ; Yancey, ).Rationale: The literature is dense with studies describing self‐assessment methods. Some promote more holistic, open‐ended prompts for reflection in journals, memos, mini essays or discussion (Bardine & Fulton, ; Bloom, ; Boud, ; Diltz, ; Sommers, ).…”

Section: Literature Synthesis: Self‐assessment and Classroom Strategimentioning

confidence: 99%

“…Teachers should interact with all students during activities in order to provide feedback, answer questions and provide clarification, but some students will need more scaffolding and guidance than others. Self‐assessment should include tasks that address specific components of writing, as well as holistic prompts eliciting global response (Andrade & Valtcheva, ; Bardine & Fulton, ; Beach, ; Bloom, ; Diltz, ; Jonsson & Svingby, ; Nicol & Macfarlane‐Dick, ; Omelicheva, ; Romeo, ; Sandmann, ; Sommers, ; Yancey, ).Rationale: The literature is dense with studies describing self‐assessment methods. Some promote more holistic, open‐ended prompts for reflection in journals, memos, mini essays or discussion (Bardine & Fulton, ; Bloom, ; Boud, ; Diltz, ; Sommers, ). Other articles describe tasks that evoke response from students on specific attributes of writing using question cards, rubrics or checklists (Andrade & Valtcheva, ; Sandmann, ).…”

Section: Literature Synthesis: Self‐assessment and Classroom Strategimentioning

confidence: 99%

“…Self‐assessment is frequently posited as an alternative or a complement to peer evaluation that might be used to accompany instructor guidance. In several recent publications, self‐assessment has been found by instructors to be a way to encourage meta‐cognition (Andrade & Valtcheva, ; Campillo, ; Graham, Harris & Hebert, ) and growth in writing among beginning writers who may have trouble reviewing their own work to make improvements (Bloom, ; Graziano‐King, ; McCarthy, Meier & Rinderer, ; Nicol & Macfarlane‐Dick, ). These and other publications offer descriptive portraits of classroom implementation of self‐assessment, strategies for teachers and a sense, on the part of the instructor and based on observation, of the success of the method in the classroom.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Self‐assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies

Nielsen

2012

Journal Research in Reading

View full text Add to dashboard Cite

Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large‐scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices. Self‐assessment methods in writing instruction present meaningful ways to promote student writing achievement through reflection and meta‐cognition during the writing process. Self‐assessment practices are described in publications across the academic disciplines where writing is required, and close investigations of the methods are also published in the research fields of literacy, English education and composition. This study aims to bridge these fields to construct a clear and comprehensive understanding of self‐assessment methods. Self‐assessment encompasses a wide range of practices and varied terminology. It is essential to clarify effective methods of self‐assessment and to disseminate practical information to educators. This paper presents the findings of an analysis of the literature yielding: (1) a theoretical framework for self‐assessment methods in writing instruction; (2) an overview of concepts/practices; (3) a list of literature‐supported strategies for effective classroom use derived from a study of a vast body of literature. Results strongly support self‐assessment as a means to foster student writing achievement, middle school through higher education. Delineated strategies can assist instructors with self‐assessment implementation.

show abstract

Section: Self‐assessment: Theoretical Frameworkmentioning

confidence: 99%

Section: Self‐assessment: Concept Stabilisation and Overview Of Commomentioning

confidence: 99%