The Use of Journals to Promote Self-Assessment in the English Language Arts Classroom
Major
Educational Studies
Second Major
English – Literature
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Expected Graduation Date
2024
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
A journal is defined as “a daily record of events or occurrences kept for private or official use” (OED). Journals are a tool that can be utilized to express thoughts, feelings, emotions, and engage with oneself. While journaling is popularized recreationally, this process can be brought into the classroom to promote engagement, comprehension, social emotional learning, and inclusivity in students. Specifically, in the English Language Arts classroom, journals can have a positive impact on student learning, as they can reflect on ELA specific topics such as reading and writing (Ventura, 2020). Using journals and other personal writing exercises (i.e., reflective writing, prewriting, short answers, personal narratives) in the classroom can also lead to self-assessment. To explore this relationship, I conducted a self-study research in a high school Literature and Composition class where I student taught. I implemented the use of journals at least twice weekly and enforced reflective writing on different assignments. Through student journals, student work, field notes, and anecdotal records, I found that students who utilized journals were able to note subject areas where they needed improvement, incorporate their identity into their classwork, and reflect on their experience. Data from this research also suggests that teachers who implement journaling can also allow for self-assessment within themself, as through reading and interacting with student journals, they can learn how to create an engaging and supportive classroom.
The Use of Journals to Promote Self-Assessment in the English Language Arts Classroom
State Farm Hall
A journal is defined as “a daily record of events or occurrences kept for private or official use” (OED). Journals are a tool that can be utilized to express thoughts, feelings, emotions, and engage with oneself. While journaling is popularized recreationally, this process can be brought into the classroom to promote engagement, comprehension, social emotional learning, and inclusivity in students. Specifically, in the English Language Arts classroom, journals can have a positive impact on student learning, as they can reflect on ELA specific topics such as reading and writing (Ventura, 2020). Using journals and other personal writing exercises (i.e., reflective writing, prewriting, short answers, personal narratives) in the classroom can also lead to self-assessment. To explore this relationship, I conducted a self-study research in a high school Literature and Composition class where I student taught. I implemented the use of journals at least twice weekly and enforced reflective writing on different assignments. Through student journals, student work, field notes, and anecdotal records, I found that students who utilized journals were able to note subject areas where they needed improvement, incorporate their identity into their classwork, and reflect on their experience. Data from this research also suggests that teachers who implement journaling can also allow for self-assessment within themself, as through reading and interacting with student journals, they can learn how to create an engaging and supportive classroom.