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postgraduate thesis: Criteria-referenced self-assessment in CSL writing classes

TitleCriteria-referenced self-assessment in CSL writing classes
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Li, G. [李冠穎]. (2011). Criteria-referenced self-assessment in CSL writing classes = Liang biao zi ping zai Zhong wen di er yu yan xie zuo ke cheng zhong de ying yong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836781
AbstractThe purpose of this study was to investigate the effect of the implementation of criteria-referenced self-assessment in students’ learning in argumentative writing especially for students learning Chinese as a second language (CSL). Participants were 4 year-8 students in an international school in Hong Kong. Follow-up interview was also conducted to investigate students’ perspectives of self-assessment. Findings include the changes of students’ writing performance in argumentative essays based on the comparison of pre-test and post-test in the aspects of the 3 metafunctions of language: ideational, interpersonal and textual defined by M.A.K. Halliday. The result suggests that integrating criteria-referenced self-assessment in CSL writing classes can improve students’ writing performance and enhance their understanding of marking criteria for argumentative essay. 本文透過準實驗性研究的設計,以香港一所國際學校4位8年級學生為研究對象,了解透過量表自評在中文第二語言寫作教學中的實施,是否能夠提升學生在議論文寫作的表現。本文根據系統功能語言學對於語言元功能的分類,分析學生前後測寫作的表現。結果發現,經過一個月的量表自評實驗,學生的寫作表現在語言的概念功能、人際功能以及語篇功能三個方面均產生變化。此外,透過實驗後的跟進訪談發現,量表自評使得學生對於議論文寫作的評估標準有了更清楚的認識,同時也能夠將這樣的認識體現在對於議論文寫作的評斷當中。
DegreeMaster of Education
SubjectStudents - Self-rating of - China - Hong Kong.
Chinese language - Composition and exercises - Study and teaching - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorLi, Guan-ying.-
dc.contributor.author李冠穎.-
dc.date.issued2011-
dc.identifier.citationLi, G. [李冠穎]. (2011). Criteria-referenced self-assessment in CSL writing classes = Liang biao zi ping zai Zhong wen di er yu yan xie zuo ke cheng zhong de ying yong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836781-
dc.description.abstractThe purpose of this study was to investigate the effect of the implementation of criteria-referenced self-assessment in students’ learning in argumentative writing especially for students learning Chinese as a second language (CSL). Participants were 4 year-8 students in an international school in Hong Kong. Follow-up interview was also conducted to investigate students’ perspectives of self-assessment. Findings include the changes of students’ writing performance in argumentative essays based on the comparison of pre-test and post-test in the aspects of the 3 metafunctions of language: ideational, interpersonal and textual defined by M.A.K. Halliday. The result suggests that integrating criteria-referenced self-assessment in CSL writing classes can improve students’ writing performance and enhance their understanding of marking criteria for argumentative essay. 本文透過準實驗性研究的設計,以香港一所國際學校4位8年級學生為研究對象,了解透過量表自評在中文第二語言寫作教學中的實施,是否能夠提升學生在議論文寫作的表現。本文根據系統功能語言學對於語言元功能的分類,分析學生前後測寫作的表現。結果發現,經過一個月的量表自評實驗,學生的寫作表現在語言的概念功能、人際功能以及語篇功能三個方面均產生變化。此外,透過實驗後的跟進訪談發現,量表自評使得學生對於議論文寫作的評估標準有了更清楚的認識,同時也能夠將這樣的認識體現在對於議論文寫作的評斷當中。-
dc.languagechi-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48367813-
dc.subject.lcshStudents - Self-rating of - China - Hong Kong.-
dc.subject.lcshChinese language - Composition and exercises - Study and teaching - China - Hong Kong.-
dc.titleCriteria-referenced self-assessment in CSL writing classes-
dc.typePG_Thesis-
dc.identifier.hkulb4836781-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4836781-
dc.date.hkucongregation2011-

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