Using Teacher Self-assessment and Reflection to Foster Change in the Writing Classroom

Abstract

By drawing on Chomsky’s (2000) theory of I-concept and McNiff’s and Whitehead’s (2001) concept of reflective practice as an enquiry by the self into the self, this research study aims at investigating the impact of the practitioner researcher self-assessment and reflection on bringing change into teaching academic writing at university. A focus group was held with a group of Master 1 students at the University of Ibn Khaldoun, Tiaret, and a combination of teacher self-assessment checklist and diary writing was used by the practitioner researcher. Findings indicated that change occurred when there was a willingness to question current practices and sought support to promote quality teaching and learning in the writing classroom.

Keywords

• Academic Writing
• Checklist
• Criteria
• Diary
• Practitioner Researcher
• Reflection on Action
• Self-Assessment
• Engaging Students