%0 Journal Article
	%A Yoko Suganuma Oi
	%D 2015
	%J International Journal of Cognitive and Language Sciences
	%B World Academy of Science, Engineering and Technology
	%I Open Science Index 103, 2015
	%T Efficacy of Self-Assessment in Written Production among High School Students
	%U https://publications.waset.org/pdf/10002084
	%V 103
	%X The purpose of the present study is to find the efficacy
of high school student self-assessment of written production. It aimed
to explore the following two research questions: 1) How is topic
development of their written production improved after student
self-assessment and teacher feedback? 2) Does the consistency
between student self-assessment and teacher assessment develop after
student self-assessment and teacher feedback? The data came from the
written production of 82 Japanese high school students aged from 16
to 18 years old, an American English teacher and one Japanese English
teacher. Students were asked to write English compositions, about 150
words, for thirty minutes without using dictionaries. It was conducted
twice at intervals of two months. Students were supposed to assess
their own compositions by themselves. Teachers also assessed
students’ compositions using the same assessment sheet. The results
showed that both teachers and students assessed the second
compositions higher than the first compositions. However, there was
not the development of the consistency in coherence.
	%P 2432 - 2436