Self-Assessment of English Reading Skills in Grade 6 (original) (raw)
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Learner-centred approaches to language teaching, especially those that seek to develop learner autonomy, require the learner to take decisions concerning the goals, content and methods of learning; they also assign a central role to self-assessment. Although the logic of learner-centredness demands that learner self-assessment should somehow be integrated with other forms of assessment, to date this has been only a minority concern, usually in relation to one or another form of portfolio learning. The recent publication of the Common European Framework of Reference for Languages (CEFR) and the increasingly widespread adoption of its companion piece, the European Language Portfolio (ELP), renew the challenge to develop a culture of assessment that both facilitates and takes full account of learner selfassessment. This article begins by briefly considering the importance and limitations of self-assessment in second language (L2) learning. It goes on to address issues of principle raised in turn by the CEFR and the ELP, and then reports on a project that: • has drawn on the CEFR to define an ESL curriculum for non-Englishspeaking pupils attending Irish primary schools; • has developed a version of the ELP as the foundation of teaching and learning; and • is currently elaborating assessment and reporting procedures in which learner self-assessment plays a central role. I Introduction: learner-centredness and learner self-assessment There are three reasons for engaging learners in self-assessment and taking account of the results. First, as a matter of principle, a learnercentred curriculum-defined by Nunan (1988: 2) as 'a collaborative effort between teachers and learners'-falls short of its definition if
The Effect of Self-assessment on the Development of EFL Reading Comprehension Skills
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Using self-assessment as part of reading courses is key to improving reading comprehension skills. This study aims at exploring how self-assessment develops EFL students’ reading comprehension skills. It was conducted with a sample of 40 students enrolled in the English Department, University of Algiers 2 during the first semester of the academic year 2020/2021. To collect data, an embedded mixed-methods research paradigm was used which involved collecting both quantitative and qualitative data. The quantitative data were test scores collected as part of a pre-experiment. The preexperiment involved administering a pre and post reading test and implementing a treatment. The treatment implemented was a selfassessment of reading strategies checklist. The qualitative data were obtained by means of an open-ended interview on participants’ reading strategies. Quantitative data were analysed by calculating the mean score and the t-test, while qualitative data were analysed using content analysis. The findings indicated that self-assessment helped the students to increase test scores and to develop their reading strategies. It enabled them to plan, monitor, and evaluate their reading process by implementing different strategies and techniques. Drawing on these findings, it is suggested that English teachers use self-assessment of reading strategies as part of reading courses, since it can improve students’ reading comprehension skills and strategy use.
In the last decades the increase in calls for alternative assessment has generated modifications in assessment practices applied in education. Numerous educators have come to recognize the beneficial contribution of innovative methods of alternative assessment, such as portfolio assessment, to diversified, lifelong language learning, as they promote a student centered environment where constructive approaches to learning are fostered. Despite its advantages, portfolio assessment has never been implemented at a wide range in the Greek educational context and has never been officially employed as an assessment tool, especially in Greek Senior High schools. Hence, the current research aims at investigating the implementation of ELP, as a teaching, learning and assessment tool, on a group of 25 students (considered to be the experimental group) attending the first year of Senior High school in Plati, Imathia and shed light on its potential benefits and limitations.
Mevzu Sosyal Bilimler Dergisi, 2019
This article presents the findings of a seven-week case study which aimed to identify the benefits of self-assessment in EFL writing classes at tertiary level. The study was conducted with 17 B1- English language proficiency level students studying at an English preparatory programme of a foundation university. First, the students were introduced to using rubrics to assess a written product. Then, each week after students composed a writing, a paragraph for the first three weeks and an essay for the remaining four weeks, the students were asked to assess their own writing by using the relevant rubric and filling in the self-assessment form. In addition, a questionnaire was conducted at the beginning of the study to investigate whether the students could identify their own strengths and weaknesses in writing, whether they could make sense of the criteria that are used for writing quizzes, and whether they made sense of the feedback given by the teachers for their writings. The same questionnaire was conducted again on the last day of the research to check whether the participants changed their opinions. The results revealed that the students improved their understanding of the rubrics over time by practice, they felt more responsible for their own learning, they were able to reflect on their own performance, and they became more autonomous learners.
Teachers’ Beliefs about Young EFL Learners’ Self-assessment: a Case Study of Macedonia
The paper explores Macedonian primary EFL teachers’ attitudes, beliefs and practices regarding self-assessment of young learners (10-12 year-olds). The study surveyed primary EFL teachers (n=30) who teach English to 5th and 6th graders. The results indicated that vocabulary, grammar and reading were more often the focus of self-assessment tasks than the other areas of language learning. This, along with the finding that the receptive language skills were more frequently self-assessed than the productive skills has been attributed to the impact of the external exam. The most frequently used self-assessment techniques were can-do statements and check-lists. The perceived benefits and challenges of self-assessment have been found to be compatible with the findings of other studies. In spite of their positive attitudes towards learner self-assessment, the teachers expressed awareness of certain problems underlying its implementation as well as uncertainty about how to train learners to self-assess. In line with the conclusions, recommendations have been made regarding the need for greater emphasis on self-assessment of the neglected language areas (speaking and writing), the necessity of using a variety of self-assessment formats and the need for learner training in self-assessment from an early age.