self-perceived scores for increased from assignment one (M = 20.81, = 1.28) Style SD Students’ to assignment three (M = 21.86, = 1.26) while self-calculated scores consistently SD students’ increased between assignment three (M = 20.85, = 3.53) and assignment five (M = 23.73, SD SD = 0.90). Overall, perceived and calculated ability for increased from assignment Style students’ one (perceived, = 20.81, = 1.28; calculated, = 19.36, = 3.39) to assignment six M SD M SD (perceived, = 22.26, = 0.69; calculated, = 22.82, = 1.89). M SD M SD self-perceived scores for fluctuated between 21.20 and 22.69, while, with Organization Students’ the exception of assignment four, self-calculated scores increased between assignment students’ one (M = 21.36, = 2.24) and assignment six (M = 24.00, = 0.00). Overall, SD SD students’ perceived and calculated scores for were more in line with assignment one (perceived, = Style M 21.26, = 1.47; calculated, = 21.36, = 2.24) than assignment six (perceived, = 22.38, SD M SD M = 0.71; calculated, = 24.00, = 0.00). SD M SD self-perceived scores for remained fairly steady with less than a one point Conventions Students’ increase at any point during the semester while self-calculated scores steadily increased students’ during the semester from assignment one (M = 12.14, = 2.85) to assignment six (M = 14.00, SD = 0.00). During the semester, perceived and calculated ability for SD Conventions students’ remained within one point of each other on all six assignments (See Figure 2). Objective Three For objective three, students reported their perceived level of confidence on a scale of 1 to 100. With the exception of assignment six, perceived level of confidence increased for Idea students’ and on each assignment. Overall, and Content Development, Style, Organization, Conventions students appeared to become progressively more confident in their writing ability with the exception of assignment six (See Additionally, the correlation between self-perceived Figure 3). and self-calculated scores increased from .42 to .72.
Students’ self-perceived scores for Style increased from assignment one (M = 20.81, SD = 1.28) to assignment three (M = 21.86, SD = 1.26) while students’ self-calculated scores consistently increased between assignment three (M = 20.85, SD = 3.53) and assignment five (M = 23.73, SD = 0.90). Overall, students’ perceived and calculated ability for Style increased from assignment one (perceived, M = 20.81, SD = 1.28; calculated, M = 19.36, SD = 3.39) to assignment six (perceived, M = 22.26, SD = 0.69; calculated, M = 22.82, SD = 1.89). Students’ self-perceived scores for Organization fluctuated between 21.20 and 22.69, while, with the exception of assignment four, students’ self-calculated scores increased between assignment one (M = 21.36, SD = 2.24) and assignment six (M = 24.00, SD = 0.00). Overall, students’ perceived and calculated scores for Style were more in line with assignment one (perceived, M = 21.26, SD = 1.47; calculated, M = 21.36, SD = 2.24) than assignment six (perceived, M = 22.38, SD = 0.71; calculated, M = 24.00, SD = 0.00). Students’ self-perceived scores for Conventions remained fairly steady with less than a one point increase at any point during the semester while students’ self-calculated scores steadily increased during the semester from assignment one (M = 12.14, SD = 2.85) to assignment six (M = 14.00, SD = 0.00). During the semester, students’ perceived and calculated ability for Conventions remained within one point of each other on all six assignments (See Figure 2). Objective Three For objective three, students reported their perceived level of confidence on a scale of 1 to 100. With the exception of assignment six, students’ perceived level of confidence increased for Idea and Content Development, Style, Organization, and Conventions on each assignment. Overall, students appeared to become progressively more confident in their writing ability with the exception of assignment six (See Figure 3). Additionally, the correlation between self-perceived and self-calculated scores increased from .42 to .72.
WAAAE_Bellingham%20Conference%20Proceedings_2012[2].docx