| AcknowIedgements | 第1-4页 |
| Abstract | 第4-6页 |
| 摘要 | 第6-7页 |
| List of Figures | 第7-8页 |
| List Of Tables | 第8-9页 |
| Contents | 第9-12页 |
| Chapte One Introduction | 第12-19页 |
| ·Research background | 第12-14页 |
| ·The author's Social-cognitive framework for students'self-assessment | 第14-16页 |
| ·Aims and significances of the study | 第16-17页 |
| ·Overall structure of the thesis | 第17-19页 |
| Chapter Two Literature Review | 第19-45页 |
| ·Defining writing assessment | 第19-24页 |
| ·Three approaches to writing assessment | 第19-22页 |
| ·Approaches to scoring students’writing | 第22-24页 |
| ·Defining self-assessment | 第24-38页 |
| ·Rationale for adopting self-assessment | 第26-29页 |
| ·Applications of self-assessment | 第29-31页 |
| ·Self-Assessment in the classroom and beyond the classroom | 第31-35页 |
| ·Post-modern ethics of self-assessment | 第35-38页 |
| ·Studies of beliefs,motivation and strategy use | 第38-40页 |
| ·Theoretical frameworks for the study of self-assessment | 第40-45页 |
| ·A social-cognitive framework for self-evaluation | 第40-42页 |
| ·A social-cognitive framework for conceptualizing writing test performance | 第42-45页 |
| Chapter Three The Empirical Study | 第45-71页 |
| ·Research objectives | 第45-46页 |
| ·Subjects | 第46页 |
| ·Materials | 第46-49页 |
| ·The method | 第49-50页 |
| ·Procedures of data collection | 第50-56页 |
| ·Data analysis | 第56-58页 |
| ·Findings | 第58-71页 |
| ·Research question 1:student's accuracy for self-assessment pre-training | 第58-60页 |
| ·Correlating student and instructor grades prior to the rating training | 第58-59页 |
| ·Untrained self-rating errors by students from Stage 1 | 第59-60页 |
| ·Research question 2:student's accuracy for self-assessment post-training | 第60-68页 |
| ·The correlation coefficient between students'and instructors'gradespost-training | 第61-62页 |
| ·Errors in grade estimation post-training | 第62-66页 |
| ·Evidence from the questionnaire survey | 第66-68页 |
| ·Research question 3:whether self-assessment training contributes to language writing | 第68-71页 |
| ·Whether self-assessment training contributes to language writing | 第69页 |
| ·Evidence from the Questionnaire | 第69-71页 |
| Chapter Four Discussion and Conclusions | 第71-84页 |
| ·Self-assessment model and strategies-based instruction | 第71-72页 |
| ·Validity and reliability of self-assessment | 第72-78页 |
| ·Other effects of self-assessment criteria instruction | 第78-79页 |
| ·Potential limitation of the study | 第79-80页 |
| ·Suggestions for future study | 第80-81页 |
| ·Conclusions | 第81-84页 |
| References | 第84-90页 |
| Appendix Ⅰ:Three Writing Tasks | 第90-93页 |
| Appendix Ⅱ:Scoring Rubrics | 第93-95页 |
| Appendix Ⅲ:Range-Finders | 第95-101页 |
| Appendix Ⅳ:Questionnaire | 第101-103页 |
| Personal Profile | 第103页 |
