Research Explorer

Project

Student Self-assessment for Reading Improvement in Junior High School: an Initiative in the Context of Chinese Curriculum Reform
Code
01W05409
Duration
01 March 2010 → 28 February 2014
Funding
Regional and community funding: Special Research Fund
Research disciplines
  • Social sciences
    • General pedagogical and educational sciences
    • Instructional sciences
  • Engineering and technology
    • Computer hardware
    • Computer theory
    • Scientific computing
    • Other computer engineering, information technology and mathematical engineering
Keywords
self assessment metacognitie beliefs lezen
 
Project description
 

This PhD research studies the impact of self-assessment on reading skills development. This is linked to theoretical assumptions about metacognition, motivation (self efficacy, beliefs, test anxiety) and reading performance. The following research questions are studied: RQ1. What are the beliefs of teachers and students about assessment? RQ2. What are the particular beliefs of teachers and students about self-assessment? RQ3. How succesful are the strategies to foster student self-assessment for reading? RQ4. What is the impact of student self-assessment of reading on students' motivation for reading, self-efficacy and reading proficiency? RQ5. How can teachers enhance the reliability and validity of student self-assessment of reading?