Abstract
Checklists, as a form of self-assessment, have been provided to students by educators as a way to promote learner autonomy. However, due attention has not been paid to the accuracy of those completed checklists. Through a survey, interviews, and comparison of students’ and researchers’ completed checklists, the research intends to investigate the accuracy of students’ self-assessment of their writing in a Sino-foreign university in China. Suggestions on checklist design and pedagogical implications on how to improve learners’ self-assessment are made.
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