TESOL 2006: Self-assessment in L2 writing

John Liang, Timothy Grove, Sydney Rice, and I presented papers at TESOL 2006 on the theme of "Moving Toward Self-Assessment in L2 Writing."

John Liang began with an "Overview of Self-Assessment in the Second Language Classroom." His overview handout here (.doc) also has a good bibliography on self-assessment.

Next, I talked about using "Course-Embedded Assessment" (.doc) to help students learn to assess their writing. Generally speaking, course-embedded assessment refers to program- or institution-wide assessment embedded in general education courses in order to focus the curriculum on student learning. In my classes, I've incorporated the program rubric for assessing L2 writing in all aspects of my first-year composition courses--from modeling, using it to guide my feedback, having students use it to guide their feedback to others, and to guide their own self-evaluation--so that it becomes part of their mind-framework for looking at writing rather than remaining fragmented information and forgotten as soon as the semester ends.

Sydney's paper looked at "Focused Self-Assessment" (.doc) presenting three basic steps for students to become self-editors:

1. Provide input and examples of both effective and ineffective language use.
2. Involve students in peer review and peer editing, as well as self-editing.
3. Provide students with the key for productive self-editing.

Her approach uses "methodical and uncomplicated" rubrics, an approach that makes it clear and gives to students the tools for editing and revising their writing. Here are her other handouts (all are .doc): Summary, Overhead figures.

Timothy Grove discussed "Showcase Portfolios" (.doc) for helping students become better self-assessors. When students have to select and present their best work, they begin to learn how to evaluate their work.

John Liang ended the colloquium talking on "Toward a Three-Step Pedagogy for Fostering Self-Assessment in a Second Language Writing Classroom" (.doc). The three steps are:

Stage 1: Extensive teacher modeling
Stage 2: Teacher assessment with guided and independent peer assessment
Stage 3: Peer assessment leading to guided and independent self-assessment

One point John mentioned that occurred in all of our talks was the need for rubrics or something that would give structure to the students as they began to learn to assess their learning.