Going beyond traditional writing practices by utilizing a student-centered approach can benefit both student and teacher. In this essay, two high school English teachers present theories on student-regulated learning, formative assessment, and self-assessment in writing instruction. Then, they describe and provide examples of how these theories inform their writing instruction.
Riley-Lepo, Erin and Teeling, Kayla
"Writing is a Process, Not a Product: Encouraging Student Engagement Through Self-Assessment,"
New Jersey English Journal: Vol. 12, Article 10.
Available at: https://digitalcommons.montclair.edu/nj-english-journal/vol12/iss2023/10