Guillot, Maria C. <br/><br/>
Improving descriptive writing through the use of Self-Assessment in A1 EFL high school students:   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,   2019 
 - 55 p.;   Digital 
<br/><br/>2019 
<br/><br/> This research investigated the effect that using self-assessment had on improving descriptive writing. The project was applied to thirty EFL students at an A1 level in a public school in Ecuador. The participants received instruction on how to use a rubric to self-assess their writing. Students’ writing was about picture’s descriptions by using vivid adjectives and spatial order words. Data were collected from pre and post-tests, interviews, field notes, and students’ self-reflections. Results showed improvement in the students’ descriptive writings. A large Effect Size of 2.41 showed significant difference between pre-tests and post-tests. Outcomes corroborated that self-assessment had a positive effect on student independence. Regarding the results presented in the analysis, the researcher concluded that using self assessment improves descriptive writing in EFL students and it is an effective and useful tool for student evaluation and teachers’ practices. 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Autoevaluación<br/>Enseñanza - Inglés<br/>Escritura<br/>Tesis de Maestría
<br/><br/><label>Dewey Class. No.: </label>POS 2019