Project: Student Self-assessment for Reading Improvement in Junior High School: an Initiative in the Context of Chinese Curriculum Reform

2010-03-01 – 2014-02-28

Abstract

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?