Abstract
The main purpose of this study was to examine the relationship between student ratings and teacher ratings on a university-level writing assignment in order to investigate the extent to which students have the ability and wherewithal to accurately and reliably assess themselves on a finished writing product. The Pearson Product Moment coefficient was used to determine whether or not there was a statistical correlation between student scores and teacher scores while the Intra-Class Coefficient and Spearman Brown Prophecy formula were used to determine the degree of agreement between raters as well as amongst all of the raters for an average reliability score. In this case the results were very promising as it was found that student and teacher scores correlated very highly and demonstrated a strong degree of agreement. This suggests that self assessment may be used to assist students in this particular context to better understand the conventions of English writing and ultimately improve their overall writing ability.
Citation
Litz, D. (2009), "Self-Assessment in Academic Writing: A UAE Case Study", Learning and Teaching in Higher Education: Gulf Perspectives, Vol. 6 No. 2, pp. 52-67. https://doi.org/10.18538/lthe.v6.n2.05
Publisher
:Emerald Publishing Limited
Copyright © 2009 David Litz
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
Acknowledgements
Publisher's note: The Publisher would like to inform the reader that the article “Self-Assessment in Academic Writing: A UAE Case Study” has changed pagination. Previous pagination was pp. 1-16. The updated pagination for the article is now pp. 52-67. The Publisher apologises for any inconvenience caused.