The purpose of this study was to examine what happened when self-evaluations were used to improve the writing quality, motivation, and self-efficacy of students in a fourth grade class. Participants included a class sample of 16 students, ages 9-10 years old (8-female, 8-male). Students were given a writing assignment in which they had an active part in planning and evaluating their own work. Observations, informal interviews, and surveys were taken before implementation and compared to data taken after implementation to examine effectiveness of strategy on motivation and self-efficacy. Writing samples were taken from assignments completed prior to and after implementation, and were evaluated by the teacher-research and cooperating teacher, with a writing rubric. Evaluations from samples taken prior to and after were compared and results were used to examine effectiveness of strategy on writing quality. Findings suggest that self-evaluations may help increase student motivation to write and help improve writing quality.
","abstract_html":"<p>The purpose of this study was to examine what happened when self-evaluations were used to improve the writing quality, motivation, and self-efficacy of students in a fourth grade class. Participants included a class sample of 16 students, ages 9-10 years old (8-female, 8-male). Students were given a writing assignment in which they had an active part in planning and evaluating their own work. Observations, informal interviews, and surveys were taken before implementation and compared to data taken after implementation to examine effectiveness of strategy on motivation and self-efficacy. Writing samples were taken from assignments completed prior to and after implementation, and were evaluated by the teacher-research and cooperating teacher, with a writing rubric. Evaluations from samples taken prior to and after were compared and results were used to examine effectiveness of strategy on writing quality. Findings suggest that self-evaluations may help increase student motivation to write and help improve writing quality.</p>","abstract_has_math":false,"creators":["Doyle, Amanda J."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Wassell, Beth A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-06-19T07:00:00Z","date_published":"2008-06-19T07:00:00Z","updated_at":"2026-07-24T04:13:27Z","subjects":["Composition (Language arts); Educational evaluation","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/718","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wassell, Beth A."]},{"key":"dc:creator","label":"Author","values":["Doyle, Amanda J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-21T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Composition (Language arts); Educational evaluation","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/718"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine what happened when self-evaluations were used to improve the writing quality, motivation, and self-efficacy of students in a fourth grade class. Participants included a class sample of 16 students, ages 9-10 years old (8-female, 8-male). Students were given a writing assignment in which they had an active part in planning and evaluating their own work. Observations, informal interviews, and surveys were taken before implementation and compared to data taken after implementation to examine effectiveness of strategy on motivation and self-efficacy. Writing samples were taken from assignments completed prior to and after implementation, and were evaluated by the teacher-research and cooperating teacher, with a writing rubric. Evaluations from samples taken prior to and after were compared and results were used to examine effectiveness of strategy on writing quality. Findings suggest that self-evaluations may help increase student motivation to write and help improve writing quality.
"]},{"key":"dc:title","label":"Title","values":["\"I don't care how I write, as long as I get a good grade!\": using self-evaluations to shift student motivation and improve writing quality"]}]}],"canonical_facts":{"dc:contributor":["Wassell, Beth A."],"dc:creator":["Doyle, Amanda J."],"dc:date.available":["2016-03-21T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine what happened when self-evaluations were used to improve the writing quality, motivation, and self-efficacy of students in a fourth grade class. Participants included a class sample of 16 students, ages 9-10 years old (8-female, 8-male). Students were given a writing assignment in which they had an active part in planning and evaluating their own work. Observations, informal interviews, and surveys were taken before implementation and compared to data taken after implementation to examine effectiveness of strategy on motivation and self-efficacy. Writing samples were taken from assignments completed prior to and after implementation, and were evaluated by the teacher-research and cooperating teacher, with a writing rubric. Evaluations from samples taken prior to and after were compared and results were used to examine effectiveness of strategy on writing quality. Findings suggest that self-evaluations may help increase student motivation to write and help improve writing quality.
"],"dc:identifier":["https://rdw.rowan.edu/etd/718"],"dc:subject":["Composition (Language arts); Educational evaluation","Elementary Education and Teaching"],"dc:title":["\"I don't care how I write, as long as I get a good grade!\": using self-evaluations to shift student motivation and improve writing quality"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:27Z"}