Setting writing revision goals after assessment for learning

Abstract

This study examined the effects of goal setting for revision in an EFL writing classroom where principles of assessment for learning (AfL) were followed. Following draft writing, instruction, and assessment, college freshmen were put into control, goal, and goal+ groups. Before students started to revise their drafts, individuals in the goal group were told to decide their revision goals. Those in the goal+ group were further aided with a list of strategies. The control group did nothing prior to revision but only reflected on what they had done after revision. The three groups were compared on three dependent variables: quality of drafts, quality of revisions, and draft to revision improvements. On quality of revisions, the goal+ group performed best, the control group performed second best, and the goal group received the lowest scores. However, there were no differences in the overall quality of drafts nor in the degree of draft-revision improvements among three groups. The study showed that goal setting can be a helpful tool for learners in an AfL-oriented classroom when instruction and practice were repeated and scaffolds were concurrently provided.