ABSTRACT
This chapter aims to investigate students’ China’s Standards of English Language Ability (CSE)-based self-assessment on their argumentative writing in English as a foreign language writing course. In designing, developing and using language assessments, a theoretical framework can be one of the ways to define a construct. The role of genre was taken into consideration when developing self-assessment scales and the teaching syllabus was always referred to. Based on CSE and course syllabus, the scale for teacher consisted of three components: language knowledge, strategic competence and task fulfillment. Teacher feedback was provided after students’ first self-assessment questionnaire to help students further familiarise the CSE descriptors in the self-assessment questionnaire and better assess their performance and competences. The participants of this study were 26 non-English major university students who enrolled in the English writing course in the spring semester of 2018.
