The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance

Abstract Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background knowledge of how compose an effective essay, self-efficacy skills, and goal setting skills that will help with completing task accomplished ways. This sequential mixed-method study explored impact guiding predominantly Redesignated English Learner group large, urban, low-SES school district timed, on-demand essay into multiple draft process paper through self-assessment, planning setting, reflection they revised over three week period. Both treatment comparison completed pre-test on demand writing assessment, pre post survey, post-test assessment. Students both conditions were participating year-long intervention called The Pathway Academic Success, developed implemented by UC Irvine site National Project (UCI Project), during 2017–2018 year received identical training from their teachers revise essay. However, only engaged revision process. condition demonstrated improved sub-domain ( p < .05) had statistically significant greater gains assessment (r = .57; .001). These results suggest engaging planned includes student reflection, planning, before revision, self-assessment after positively impacts outcomes.