Please use this identifier to cite or link to this item:
http://dspace.mediu.edu.my:8181/xmlui/handle/1957/1939| Title: | Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term |
| Authors: | Tolar Burton, Vicki Robinson, David Ede, Lisa Xing, Jun |
| Keywords: | university writing-intensive courses student self-assessment college student writing writing across the curriculum start-of-term writing self-assessment student goal setting survey-format reflective self-assessment |
| Issue Date: | 16-Oct-2013 |
| Description: | Graduation date: 2006 Curricular models and teaching techniques that support college students as the primary authors of their writing-across-the-curriculum experiences remain largely unexplored. This thesis addresses that research gap by investigating the use of a start-of-term writing self-assessment and goal-setting questionnaire (STQ) for upper-division undergraduates taking writing-intensive (WI) college courses in their majors. The tool was piloted in 23 WI sections at Oregon State University during winter term 2004. Feedback obtained through an end-of-term writing self-evaluation showed that students who completed the start-of-term questionnaire tended to take the effort seriously, fill out the questionnaire completely, and use the tool for its intended purposes of reflective self-assessment and goal-setting. Students saw the tool as something that could help them with their writing, and study results suggest that its benefits may have been reinforced by students’ end-of-course review of their STQ responses. Feedback from participating instructors indicated that the tool helped with their teaching as well as their students’ learning, and most instructors planned to continue using the STQ beyond the pilot study. Study results also suggest that the questionnaire can serve as a program-level research and assessment tool, providing WI program administrators and policy-makers with new insights on students’ writing needs and goals. Campus-wide use of the STQ may lead to WI program enhancements, generate new ideas for WI instructor training, and support department, college, and institutional writing-curriculum development efforts. |
| URI: | http://koha.mediu.edu.my:8181/xmlui/handle/1957/1939 |
| Other Identifiers: | http://hdl.handle.net/1957/1939 |
| Appears in Collections: | ScholarsArchive@OSU |
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.