Abstract
Background: The focus of this study lay with whether the checklist peer-evaluation method can enhance students' self-regulated performance and interest in self-evaluation of writing and thus whether the method is suitable for application in junior secondary in Hong Kong. Aims: This study investigated the effects of the checklist peer-evaluation method of evaluating Chinese composition on S1 students' self-regulated performance in terms of writing quality and their attitudes towards self-evaluation. Method & Sample: A sample total of 37 students from one S1 class of an aided secondary school in Hong Kong was used. Results: The results indicated that both the teachers and students agreed that significant improvement was made in three aspects: "content", "handwriting/ wrong words/ punctuation", and "total score". According to the student interviews, the students showed a favorable attitude towards this method and perceived it was beneficial to their writing quality. Conclusion: Providing the opportunities of self-evaluating Chinese composition to students would be helpful to develop their self-regulated disposition and ability and promote their learning motivation and confidence.
| Original language | English |
|---|---|
| Pages (from-to) | 53-60 |
| Number of pages | 8 |
| Journal | New Horizons in Education |
| Volume | 60 |
| Issue number | 1 |
| Publication status | Published - May 2012 |
User-Defined Keywords
- Checklist peer-evaluation method
- Self-evaluating Chinese composition
- Self-regulated learning