Using Self-Assessment in the Classroom: Rationale and Suggested Techniques
1.
Introduction
During the last 10 years there has been a surge of interest in
self-assessment methodologies in foreign/second language education. Work has been undertaken in many parts of the
world and several reports on the theoretical and practical implications of using
self-assessment techniques have emerged (see Oscarsson 1997).
This article outlines the rationale
for using self-assessment techniques in language teaching, learning and assessment and
presents some practical ideas that illustrate the many developments taking place.
2.
Why use self-assessment?
According to Blue (1994), interest in self-assessment developed out of
a more general interest in the area of autonomous learning or learner independence. However, it has been seen as one of the more
problematic areas of self-directed learning. It
is widely recognized that learners might not have the necessary experience to make
judgements of this sort. Despite these
criticisms, there are a number of reasons why self-assessment should be encouraged in
language classes.
Mats Oscarsson (1989), a noted scholar
in the field of self-assessment, gives six different reasons why self-assessment can be
beneficial to language learning. First, he
stresses that self-assessment promotes learning, plain and simple. It gives learners training in evaluation which
results in benefits to the learning process. Secondly,
it gives both students and teachers a raised level of awareness of perceived levels of
abilities. Training in self-assessment, even
in its simplest form, like asking “What have I been learning?” encourages
learners to look at course content in a more discerning way. Thirdly, it is highly motivating in terms of
goal-orientation. Fourth, through the use of
self-assessment methodologies, the range of assessment techniques is expanded in the
classroom. As a result of using
self-assessment, the learner broadens’ his/her range of experience within the realm
of assessment. Fifth, by practicing
self-assessment, the students participate in their own evaluation (Dickinson 1987). They, in effect, share the assessment burden with
the teacher. Finally, by successfully
involving students in their own assessment, beneficial post-course effects will ensue.
3.
Self-Assessment Techniques and Procedures
In spite of the criticisms leveled
against self-assessment in terms of validity and reliability, educators have successfully
used the following self-assessment techniques and procedures in the classroom.
3.1
Student Progress Cards
Oscarsson (1984) describes student
progress cards as simple self-assessment tools which have been used in a variety of
educational settings around the world. Quite
simply, student progress cards define series of short-term functional goals and group
these together in graded blocks at various levels of difficulty. Both students and teachers can participate in this
activity. The student can tick off (in the
learner column) each language skill or activity that he/she is sure of performing
successfully. The teacher can later tick off
(in the teacher column) the activity once the learner has mastered it. A sample activity follows:
Ability
|
Student |
Teacher |
Read and understand texts on a travel theme. |
|
|
Listen and understand passages on a travel theme. |
|
|
Talk about past and future trips or holidays. |
|
|
Write an itinerary for an upcoming vacation. |
|
|
3.2
Rating Scales, Check lists and Questionnaires
A popular technique in the area of
self-assessment has been the use of rating scales, check lists and questionnaires. These three techniques have been used as a means
where learners could rate their perceived general language proficiency or ability level. A lot of developmental work has been done in this
area through the use of “ability statements” such as “I can read and
understand newspaper articles intended for native speakers of the language.” (Coombe 1992; Oscarsson 1984).
Consider the following listening example taken from Raasch (1979). To complete the activity, the learner indicates his estimated ability to cope with situations by ticking the described level of performance.
|
I understand the language as well as a
native speaker. |
5 |
|
|
4.5 |
|
I understand most of what is said in
the language even when spoken by native speakers, but have difficulty in understanding
dialects and slang. It is also difficult for
me to understand speech in unfavorable conditions (i.e. through bad loudspeakers outdoors
etc.) |
4 |
|
|
3.5 |
|
I can follow and understand the
essential points concerning everyday and general things when spoken normally and clearly,
but do not understand native speakers if they speak very quickly or use slang or dialect. |
3 |
| I do not understand the language at all. | 1 |
3.3
Learner Diaries and Dialog Journals
Learner diaries and dialog journals have been proposed as one way of
systematizing self-assessment for students (Oscarsson 1984; Dickinson 1987). Learners should be encouraged to write about what
they learned, their perceived level of mastery over the course content, and what they plan
to do with their acquired skills.
3.4
Videotapes
In today’s technological age, no other audiovisual aid can match
the potential of the video recorder. Video
can be exploited in a number of ways to encourage self-assessment in the classroom. For example, students can be videotaped or they
can videotape each other and then assess their language skills. An obvious advantage to the use of video in
self-assessment is that students can assess not only their communicative or language
skills but their paralinguistic (i.e. body language) skills as well.
4.
Conclusion
To summarize, there are a number of
benefits to using self-assessment in the classroom. It
allows students to map their knowledge of the language at various points within a course
and/or semester. It also assists students in
the development of critical faculties. Self-assessment
also enables students to look at language in more concrete terms. Through the use of the techniques mentioned in
this article, self-assessment motivates students to look at their strengths and weaknesses
and become more autonomous learners which is a fundamental part of the learning process.
Blue, G. (1994). Self-assessment of Foreign Language Skills: Does it Work? CLE Working Papers. N. 3 p. 18-35 (ED 396 569.
Coombe, C. (1992) The Relationship Between Self-assessment Estimates of Functional Literacy Skills and Basic English Skills Test Results in Adult Refugee ESL Learners. Ph.D. Diss. The Ohio State University.
Dickinson, L. (1987). Self-Instruction in Language Learning. Cambridge: CUP.
Oscarsson, M. (1984). Self-Assessment of Foreign Language Skills: A Survey of Research and Development Work. Strasbourg: Council of Europe.
Oscarsson, M. (1997) “Self-Assessment of Foreign and Second Language Proficiency”. In The Encyclopedia of Language and Education, Vol. 7. Kluwer Academic Publishers, pp 175-187.
Oscarsson, M. (1998). “Learner Self-Assessment of Language Skills”. IATEFL TEA SIG Newsletter, Nov. 1998.