Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research

In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students’ autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process wer...

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Detalhes bibliográficos
Autor: Picón Jácome, Edgar
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2012
País:Colombia
Recursos:Universidad Nacional de Colombia
Repositorio:Repositorio UN
Idioma:español
OAI Identifier:oai:repositorio.unal.edu.co:unal/43944
Acesso em linha:https://repositorio.unal.edu.co/handle/unal/43944
http://bdigital.unal.edu.co/34042/
http://bdigital.unal.edu.co/34042/2/
Access Level:acceso abierto
Palavra-chave:TESOL
EFL
Action research
assessment for learning
learner autonomy
rubrics
summative assessment.
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spelling Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action researchPicón Jácome, EdgarTESOLEFLAction researchassessment for learninglearner autonomyrubricssummative assessment.In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students’ autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process were the use of symbols as the form of feedback and the design of a rubric containing criteria negotiated with the students as the scoring method. Results showed that the students developed some autonomy reflected in three dimensions: ownership of their learning process, metacognition, and critical thinking, which positively influenced an enhancement of their writing skills in both English and Spanish. Likewise, the role of the teacher was found to be paramount to set appropriate conditions for the students’ development of autonomy. En este artículo presento hallazgos de una investigación-acción cuyo objetivo era averiguar en qué medida una forma alternativa de evaluación negociada promovería la autonomía de los estudiantes. El estudio se realizó en una escuela secundaria norteamericana. Las principales estrategias de acción fueron el uso de símbolos en la retroalimentación y la inclusión de criterios negociados con los estudiantes en el diseño de una rúbrica que se utilizó como instrumento de evaluación y calificación. Los resultados mostraron que los estudiantes desarrollaron su autonomía en tres dimensiones: apropiación de su proceso de aprendizaje, metacognición y pensamiento crítico, lo que influenció positivamente el desarrollo de sus habilidades de escritura tanto en inglés como en español. Asimismo se encontró que el papel del profesor es de vital importancia para establecer condiciones propicias en el desarrollo de la autonomía de los estudiantes.Universidad Nacional de Colombia, Facultad de Ciencias Humanas2019-06-28T12:42:06Z2019-06-28T12:42:06Z2012Artículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTapplication/pdfapplication/pdfhttps://repositorio.unal.edu.co/handle/unal/43944http://bdigital.unal.edu.co/34042/http://bdigital.unal.edu.co/34042/2/spahttp://revistas.unal.edu.co/index.php/profile/article/view/34070Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentPicón Jácome, Edgar (2012) Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research. PROFILE Issues in Teachers' Professional Development; Vol. 14, núm. 2 (2012): PROFILE Journal Vol. 14 No. 2. Issues in Teachers' Professional Development; 145-162 PROFILE Issues in Teachers' Professional Development; Vol. 14, núm. 2 (2012): PROFILE Journa .Derechos reservados - Universidad Nacional de ColombiaAtribución-NoComercial 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessreponame:Repositorio UNinstname:Universidad Nacional de Colombiainstacron:Universidad Nacional de Colombia2024-02-13T04:06:55Z
dc.title.none.fl_str_mv Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research
title Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research
spellingShingle Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research
Picón Jácome, Edgar
TESOL
EFL
Action research
assessment for learning
learner autonomy
rubrics
summative assessment.
title_short Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research
title_full Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research
title_fullStr Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research
title_full_unstemmed Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research
title_sort Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research
dc.creator.none.fl_str_mv Picón Jácome, Edgar
author Picón Jácome, Edgar
author_facet Picón Jácome, Edgar
author_role author
dc.subject.none.fl_str_mv TESOL
EFL
Action research
assessment for learning
learner autonomy
rubrics
summative assessment.
topic TESOL
EFL
Action research
assessment for learning
learner autonomy
rubrics
summative assessment.
description In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students’ autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process were the use of symbols as the form of feedback and the design of a rubric containing criteria negotiated with the students as the scoring method. Results showed that the students developed some autonomy reflected in three dimensions: ownership of their learning process, metacognition, and critical thinking, which positively influenced an enhancement of their writing skills in both English and Spanish. Likewise, the role of the teacher was found to be paramount to set appropriate conditions for the students’ development of autonomy. En este artículo presento hallazgos de una investigación-acción cuyo objetivo era averiguar en qué medida una forma alternativa de evaluación negociada promovería la autonomía de los estudiantes. El estudio se realizó en una escuela secundaria norteamericana. Las principales estrategias de acción fueron el uso de símbolos en la retroalimentación y la inclusión de criterios negociados con los estudiantes en el diseño de una rúbrica que se utilizó como instrumento de evaluación y calificación. Los resultados mostraron que los estudiantes desarrollaron su autonomía en tres dimensiones: apropiación de su proceso de aprendizaje, metacognición y pensamiento crítico, lo que influenció positivamente el desarrollo de sus habilidades de escritura tanto en inglés como en español. Asimismo se encontró que el papel del profesor es de vital importancia para establecer condiciones propicias en el desarrollo de la autonomía de los estudiantes.
publishDate 2012
dc.date.none.fl_str_mv 2012
2019-06-28T12:42:06Z
2019-06-28T12:42:06Z
dc.type.none.fl_str_mv Artículo de revista
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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Text
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status_str publishedVersion
dc.identifier.none.fl_str_mv https://repositorio.unal.edu.co/handle/unal/43944
http://bdigital.unal.edu.co/34042/
http://bdigital.unal.edu.co/34042/2/
url https://repositorio.unal.edu.co/handle/unal/43944
http://bdigital.unal.edu.co/34042/
http://bdigital.unal.edu.co/34042/2/
dc.language.none.fl_str_mv spa
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dc.relation.none.fl_str_mv http://revistas.unal.edu.co/index.php/profile/article/view/34070
Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
Picón Jácome, Edgar (2012) Promoting learner autonomy through teacher-student partnership assessment in an american high school: a cycle of action research. PROFILE Issues in Teachers' Professional Development; Vol. 14, núm. 2 (2012): PROFILE Journal Vol. 14 No. 2. Issues in Teachers' Professional Development; 145-162 PROFILE Issues in Teachers' Professional Development; Vol. 14, núm. 2 (2012): PROFILE Journa .
dc.rights.none.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos reservados - Universidad Nacional de Colombia
Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Universidad Nacional de Colombia, Facultad de Ciencias Humanas
publisher.none.fl_str_mv Universidad Nacional de Colombia, Facultad de Ciencias Humanas
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