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

Título :	Self-assessment Influence on Biographical Writing of Imaginary Characters
Autor:	Simbaña Cajas, Katherine Pamela
Tutor(es):	Ramírez Ávila, María Rossana
Correo electronico de Director, Asesor, Colaborador, Coordinador de Tesis:	mramirez@casagrande.edu.ec
Palabras clave :	TESIS DE MAESTRÍA;IMAGINARY CHARACTERS;BIOGRAPHICAL WRITING
Ciudad:	Guayaquil
Fecha de publicación :	ago-2022
Editorial:	Universidad Casa Grande. Departamento de Posgrado
Citación :	Simbaña Cajas, Katherine Pamela. (2022). Self-assessment Influence on Biographical Writing of Imaginary Characters. 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. 21 p.
Codigo Interno :	Tesis;3648
Resumen :	Among the four skills of English language learning, writing is often the one in which students are most challenged. As such, writing should be rated and assessed early on “however, this assessment is usually done by teachers. Learners usually have no idea of their place in writing skill and cannot evaluate themselves” (Fahimi & Rahimi, 2014, p.731). This lack of participation in assessment writing processes has led to an underestimation of students' ability to improve through self-reflection. The issue of how students can develop a more active and responsible role in improving their writing skills in English is part of the modern educational discourse among ESL teachers. Discourse that gradually had required to put into practice different types of evaluation in which students play a leading role without the loss of validity and reliability of the evaluation. To address this concern, the Ecuadorian Ministry of Education proposed a set of guidelines compiled in a pedagogical use document called Classroom Assessment Suggestions. Among the lines of this document, it is stated that “these suggestions are not intended as a first introduction to assessment in foreign language teaching, but rather it has been assumed that teachers are already familiar with it” (Ministerio de Educación del Ecuador, 2014, p.5). However, it is not always so. In a particular Ecuadorian context, learners lack knowledge about how to use self-assessment to improve their English writing. This was especially evident in the writing of biographies as students demonstrate grammatical, spelling, punctuation, capitalization errors, and lack of vocabulary. But more importantly, they were unaware of all the mistakes they had made. For this reason, this study sought to investigate the integration of self-evaluation in writing and its influence on improving writing biography.
URI - Direccion electronica alterna:	http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3530
Tipo:	masterThesis
Paginas:	21 p.
Grado Academico:	Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés
Aparece en las colecciones:	Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

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