JACET Kanto 2006: Research Paper Abstract

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Using Checklists for Self-Evaluation in Intermediate-Level

Writing and Speaking Courses

Melvin R. Andrade, Ed.D.
Sophia Junior College
Aoyama Gakuin University (IE Program)

This paper discusses the use of beginning-of-the-course, during-the-course, and end-of-the-course self-evaluation checklists that learners can use to monitor and evaluate their performance in intermediate level writing and speaking courses. Checklists and evaluation forms have been commonly used, for example, in public speaking and composition courses in which students rate their peers on criteria such as organization, content, and language. In these courses, students typically receive numerical scores that are added together to arrive at a summative score used to assign a grade. When used effectively, checklists can serve other important purposes as well.

Monitoring behavior with self-evaluation checklists can help learners develop metacognitive skills, enhance their learning strategies, and assist them in becoming independent, confident learners. By keeping a record of what they have done and how well they have done it, learners can begin to judge for themselves where their strengths and weakness are and what they need to work on next. This type of self-regulating behavior is particularly important in larger classes in which one-to-one interaction with the instructor is limited.

In the present study, checklists were used in several college and university English courses to monitor writing and speaking performance. In the writing courses, one checklist was used to monitor the quantity and content of student journal writing on a weekly basis. Other checklists were used for self- and peer-evaluation of in-progress and final versions of research essays. In the speaking courses, one checklist was used to monitor participation in weekly small group discussions, and other checklists were used for goal setting at the beginning of the course and self-evaluation at the end.

This presentation will briefly cover the why and how of checklist making and present examples of published and teacher-made checklists along with descriptive statistics illustrating their use in actual classrooms.

Accepted April 2006

Selected References

Arater, Judith, & McTighe, Jay. (2001). Scoring Rubrics in the Classroom.
Thousand Oaks, CA: Corwin Press (Sage Publications).

Guskey, Thomas R., & Bailey, Jane M. (2001). Developing Grading and Reporting Systems for
Student Learning.
Thousand Oaks, CA: Corwin Press (Sage Publications).

Marzano, Robert J. (2001). Designing a New Taxonomy of Educational Objectives. Thousand  Oaks, CA: Corwin Press (Sage Publications).

McMillan, James H. (2001). Essential Assessment Concepts for Teachers and Administrators.
Thousand Oaks, CA: Corwin Press (Sage Publications).

Reeves, Douglas B. (2002). Holistic Accountability.
Thousand Oaks, CA: Corwin Press (Sage Publications).

Schrock, Cathy. (1996-2006). Assessment and Rubric Information. Cathy Schrock's Guide for Educators. Retrieved February
1, 2006, from the Discover School Web site:  http://school.discovery.com/schrockguide/assess.html

Smith, Jeffrey K., Smith, Lisa F., & De Lisi, Richard. (2001). Natural Classroom Assessment.
Thousand Oaks, CA: Corwin Press (Sage Publications).

A paper presented at the JACET Kanto Chapter 1st Annual Conference, Waseda University, Tokyo, June 25, 2006

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