Review of Related Theory of Yes 1.
Self-assessment is one type Developing a literature
Literature each of alternative assessment,
variables has gained substantial
attention among educators
due to its potential both to
facilitate learning as well as to uncover and provide
to serve as a measurement
tool (Boud, 1995).
2. Self-assessment as a
measurement tool is around
how best to measure
learners’ degree of
understanding or their
mastery of knowledge and
skills
3. Self-assessment as a
learning tool relates to its
potential role in advancing
students’ learning
Empirical Review
1. Self-assessment has been
assumed to be effective for
learning because it
promotes learner’s self
regulatory and autonomy
(e.g., Dann, 2002;
Oscarson, 1989, 1997;
Paris and Paris, 2001)
2. Ross (1998) conducted a
review is very important.
Tuckman (1999) argues
that the literature review
will help the researcher
(page 48):
 Ideas of variable that
have proved
important or
unimportant in a
given field of study
 Information about
work and
information that has
already done. The
previous research
can be guidance for
the next research.
 Meanings of and
relationship between
the variable
 It helps the
researcher to
construct a
hypothesis
 meta-analysis of validation
studies on self-assessment
and found that self-
assessing one’s receptive
skills, such as listening and
reading, has been found to
be more accurate than for
productive skills such as
speaking and writing, at
least among adult learners.

3. Patri (2002) examined the

role of feedback in
assessment of oral skills
and found that while giving
students peer feedback had
a positive effect on the
accuracy of their peer
assessment, the same result
was not obtained for self-
assessment.

4. Items that are directly

linked to students’
immediate task objectives
have been found to be more
accurate (Butler and Lee,
2006)

5. Self-regulated learning is
learning which emphasizes
autonomy and control by
 the individual who
monitors, directs, and
regulates actions toward
goals of information
acquisition, expanding
expertise, and self-
improvement’ (Paris and
Paris, 2001, p. 89).

6. Self-regulated learning is
thought to play an
important role in one’s
academic achievement
(Zimmerman, 1990).

7. Self-assessment involves
both reflection and
evaluation of one’s own
performance. It is intended
to give students an
opportunity to feel a sense
of control over their own
actions and to develop
positive attitudes towards
learning, thus increasing
motivation (Paris and Paris,
2001).

8. Self-assessment may
change the nature of the
interaction and relationship
between teachers and
 students. Through self-
assessment, teachers can
understand and monitor
their students’
understanding, use of
strategy, and affective
states. This in turn allows
teachers to open a dialogue
and facilitate interaction
with their students during
instruction (Dann, 2002).

9. Self-assessment does
indeed help students
become autonomous
learners (Oscarson, 1989).

10. The children’s ability to

self-reflect and self-assess
their performance appears
to improve around years 8
to 12 (Paris and Newman,
1990).

11. Butler and Lee (2006) also

found that 6th grade
students (11–12 years old)
could more accurately self-
assess their performance in
English as a foreign
language than their 4th
grade (9–10 years old)
 counterparts. Butler and
Lee (2006) also found that
4th grade students as well
as 6th grade students can
improve the accuracy of
their self-assessment if
their assessment items are
directly tied to classroom
tasks and are formulated
and delivered in a
contextualized manner.

12. Dann’s (2002) study may

be the most relevant for the
purposes of the present
study. It focused on the
implementation of self-
assessment itself and
offered a detailed
description about one small
elementary school’s trial-
and error implementation
process.

Hypotheses Yes 1. The population would Hypotheses is a

have different suggested answer to the
teaching/learning selected problem
environments in their (Tuckman, 1999. 73).
respective classrooms (e.g., Through reading the
different degrees of literature riview, the
expectations towards researcher can make a
performing well in English) tentative answer for the
 2. There are different effects research question.
as a result of the
introduction of self-
assessment between the
two schools.

Methods of Population Yes The participant of the study It is on chapter 10 pages

Research and Sample were 254 6th grade students who 258
where learning English as a
foreign language

The population were two public

elementary schools in Seoul,
South Korea.

Research Yes Experimental Research It is on chapter 8 page

162 “Pretest-Posttest
Design (involves the control and
Control Group Design”.
treatment groups)

Variables In this case, the key term refers The definition of

and to the variable of the research.
The variables are self-
Definition
assessment, English
of Variables performance of the students, the
attitude (anxiety, confidence,
and motivation) of the students,
and the perspective of teacher
and student on self-assessment.
The independent variable is Self
Assessment
The dependent variable are
English performance of the
students, the attitude (anxiety,
confidence, and motivation) of
the students, and the perspective
of teacher and student on self-
assessment.
Independent and
Dependent Variable can
be seen on page 93
Chapter 5.
The discussion of
operational variable can
be seen on chapter 6
pages 112-117. It is the
operational definition
based on manipulation,
dynamic properties, and
static properties. The
 operational definition
contains the definition of
the variable that the
researcher agree and the
activity that researcher
actually did.

Methods of Interview, Survey, Measure It is on chapter 9 page

Data students performance by using 197
Collection Cambridge Young Learners’
Test (CYLE) and Test of
English at Seoul Elementary
Schools (STCYD)

Methods of Quantitaitive analysis and The explanation about

Data Qualitative analysis (page 15) quantitaitive research is
Analysis on Chapter 11 and the
Quantitaitive method:
qualitative method in on
Preliminary Analysis
Chapter 14
(ANOVAs), Descriptive
Analysis

Findings and Findings Yes First, the treatment group It is on page 343
Discussion appear to have become capable
of self-assessing their
performance more accurately
compared to their counterparts.

Discussion Yes We found only found marginal The discussion section

effects of self-assessment. First can be seen on page 346
is how teachers position self- and in chapter 15 page
assessment in their teaching and 445
hiw they share the purposes of
 conducting it in their classes
with their students. Second is
the concerning of feedback.
And the third is the item
construction.

Closure Conclusion Yes In conclusion, the present study This can be seen on page
presented evidence showing 347
that self-assessment had some
marginal but positive effects on
the students' foreign language
and their confidence.

Suggestion Yes More work is needed to pay

attention to the effectiveness of
the Student's learning processes
as well as their outcomes, and
to better understand how such
effects interact with various
contextual and individual
factors.

References Book, Yes American Psychological The references from

Journal Association (APA) Style of Tuckman is on page 354
articles, Academic Writing
proceedings,
manuscripts,
etc

Appendices Yes Appendix A and Appendix B It is on page 471