A Guide (not only) for Teachers
Edited By Michal Paradowski
Students’ Evaluations of Writing Curriculum at Tertiary Level
This article presents the outcomes of a study which aimed at investigating the dissemination of reflective and self–evaluative skills among sophomores studying English Philology at State Higher Vocational School (PWSZ) in Tarnów, Poland. One of the goals of the study was to provide the students with the ability to self–assess their writing skills in order to develop reflective thinking in their learning. Another purpose was to disclose some expectations and needs of the students which served the researcher in curriculum improvement and teacher development. The data were collected by means of written assignments of 30 students as part of their home assignment. For the evaluation, a matrix was used to analyse the data including on the one hand students’ needs, problems, and SWOT analyses, whereas on the other the writing course itself, namely the course book, teacher and syllabus. An attempt was made to employ sound judgment on the part of the students in order to establish effective principles which can be applied in learning and teaching writing.
Keywords: self–evaluation, academic writing, reflection
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