1. Repositorio Digital Universidad Casa Grande
  2. Posgrado
  3. Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés
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dc.contributor.authorLeón Tiluano, Mercedes Cristina-
dc.date.accessioned2022-08-25T16:50:07Z-
dc.date.available2022-08-25T16:50:07Z-
dc.date.issued2022-07-
dc.identifier.citationLeón Tiluano, Mercedes Cristina. (2022). Self-Assessment Implementation in Writing Skills among 8th Graders of a Public School in Ecuador. Modality: Research Report. Presented as Partial Fulfillment for the Degree of Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés. Universidad Casa Grande. Departamento de Posgrado, Guayaquil. 18 p.es_EC
dc.identifier.urihttp://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3472-
dc.descriptionIs the Ecuadorian education system ready to start the culture of formative assessment in classrooms? Duvall and Angelo (2014) confirmed that this type of assessment is “a powerful tool for moving student learning forward” (Jamrus & Razali, 2019, p. 64), and students’ assessment plays an important role in it, “especially in measuring the students’ progress in learning” (Jamrus & Razali, 2019, p. 64). Self-assessment induces students to reflect on their own learning and efforts which promotes learning-deepening metacognitive processes (Gehringer, 2017). However, in Ecuadorian public schools, applying formative and self-assessment is an unusual thought. Most teachers do not work on these aspects when planning and delivering classes. Formative and self- assessment highlight what learners need in order to support their learning process regarding the development of skills. Productive skills tend to be harder to develop in EFL learners, and learners in this study certainly require support with their writing skills. They found it difficult to keep basic patterns in sentences, as well as choosing suitable words. This innovation project seeks to examine the effect of the implementation of self- assessment on writing skills’ scores. It is anticipated that the implementation of self-assessment in English language lessons will improve students’ grades on writing among 8th graders of a public school.es_EC
dc.formatapplication/pdfes_EC
dc.format.extent18 p.es_EC
dc.language.isospaes_EC
dc.publisherUniversidad Casa Grande. Departamento de Posgradoes_EC
dc.relation.ispartofseriesTesis;3598-
dc.subjectTESIS DE MAESTRÍAes_EC
dc.subjectWriting Skillses_EC
dc.subjectSelf-Assessment Implementationes_EC
dc.titleSelf-Assessment Implementation in Writing Skills among 8th Graders of a Public School in Ecuadores_EC
dc.typemasterThesises_EC
dc.contributor.tutorRamírez Ávila, María Rossana-
dc.description.cityGuayaquiles_EC
dc.description.degreeMagíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Ingléses_EC
dc.contributor.otheremailmramirez@casagrande.edu.eces_EC
Aparece en las colecciones: Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

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