A Small Scale Study: The impact of self-assessment on the attainment of children’s creative writing

Student, A. (2015) A Small Scale Study: The impact of self-assessment on the attainment of children’s creative writing. Undergraduate thesis, University of Chichester.

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Abstract

This project investigated the correlation between self-assessment
and the attainment of children’s creative writing throughout the
primary school. It explored whether self-assessment was happening
in the classroom, and whether such assessment resonated with
constructivist approaches addressed in educational research. It also
examined whether children’s self-assessment was in line with
teacher-assessment, focusing particularly on the accuracy of
children’s evaluations. Lastly, it investigated whether children’s
writing had improved, with an emphasis on the quality of linguistic
and structural features.
Both a policy scrutiny and unstructured observation were obtained,
followed by 6 participant observations and interviews with a focus
group. All participants undertook a hot and cold task, which provided
a comparison of writing before and after the action research was
carried out. The study concluded that if children are taught how to
self-assess effectively, they are able to do so with confidence. Thus,
a perceived correlation between self-assessment and improved
writing attainment was established. However, there seemed to be an
apparent link between the design of the success criteria and the
previous teaching regime involving levels, which tended to remain
embedded in this teaching and learning process. Consequently,
there were some discrepancies concerning children’s ability to self assess
against criteria accurately, and whether such criteria benefits
or hinders children of different abilities.

Item Type: Thesis (Undergraduate)
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Undergraduate Dissertations
Depositing User: Gail Graffham
Date Deposited: 03 Aug 2015 08:31
Last Modified: 03 Aug 2015 08:31
URI: http://eprints.chi.ac.uk/id/eprint/1490

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