Abstract
Based on two studies, this research examines the effects of self-assessment using rubrics on students’ ability to review their writing: Study 1 with 125 6th grade students in 2023 and Study 2 with 155 6th grade students in 2024. In Study 1, the students were taught how to write in English twice: first without and second with the rubric-based self-assessment card. In Study 2, how to write in English was taught once. Appearance rates of mistakes in 1) forgetting periods, 2) capital and lower case letters, and 3) leaving space between words with and without the self-assessment card were compared. Students were able to review their writing and correct more mistakes by referring to the self-assessment card. Notably, they did not forget to put a period at the end of each sentence when they used the aforementioned card. When they could not write capital and lower case letters correctly, the mistakes occurred with particular letters such as b/d. The findings indicate that rubric-based self-assessment may improve students’ ability to review their writing in English classes in elementary schools.
