© 1997 by Oxford University Press
Articles |
Self-assessment of language learning in formal settings
Teaches in the Department of English Philology at the University of Alcalá de Henares, and is also involved in teacher training for the British Council and other institutions elsewhere in Spain. He has taught for sixteen years in South America and in Spain, including ten years at the British Institute for Young Learners in Madrid, and is co-author of World Class (Longman 1991-4), a four-level coursebook series for lower secondary school learners, and Assessment (Heinemann 1994).
It is widely accepted that self-assessment is a key learning strategy for autonomous language learning, enabling students to monitor their progress and relate learning to individual needs. But what is the role of self-assessment in formal educational settings, where there is less room for self-directed learning? Paradoxically, it is perhaps in these settings that self-assessment is most needed to focus learners' perceptions of progress. Students are often passive in their approach to learning, and may become demotivated if they cannot see any clear progress. Self-assessment produces learners who are more active and focused, and better placed to assess their own progress in terms of communication. This article will discuss these issues, and make some practical suggestions for carrying out self-assessment at both secondary school and university level.
CiteULike 
Connotea 
Del.icio.us What's this?
This article has been cited by other articles:
|
|
 |
|
  F. Kato Student preferences: Goal-setting and self-assessment activities in a tertiary education environment Language Teaching Research, April 1, 2009; 13(2): 177 - 199. [Abstract] [PDF]
|
|
|
|
 |
|
 S. Kaivanpanah and M. Alavi Deriving Unknown Word Meaning from Context: Is it Reliable? RELC Journal, April 1, 2008; 39(1): 77 - 95. [Abstract] [PDF]
|
|