Students’ Objectivity and Perception of Self-Assessment in an EFL Classroom

ByAna Munoz and Martha E. Alvarez

EAFIT University, Columbia

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Background of the study

1. As self-assessment has been more introduced, problems increases.

2. The research in self-assessment in the context of ELT needs more attention.

Research problems

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Some Issues from Previous Studies1. Many of the empirical studies found relationship between T’s ratings and Ss’ self-ratings (Bachman & Palmer, 1989; Oskarsson, 1978)

However, more research studies are needed.

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Some Issues from Previous studies2. Ss’ experience with self-assessment

-Lack of understanding about the process

-Lack of objectivity and reliability about own work

-Ss’ perception => evaluation is teacher’s job

Thus, familiarization and training of self-assessment should be implimented.

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Some Issues from Previous Studies3. Cultural Factors

-Mismatch between T’s and Ss’ educational goals.

-Difference cultures => Variation in level of student-centeredness and T’s control over self-assessment

So, impliementation of both T’s and Ss’ evaluation can resolve cultural differences.

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Some Issues from Previous Studies

4. Instrumentations

- Some studies used items which were too broad to judge Ss’ ability in specific task/sub-skill. (Decrease in accuracy)

So, instruments for Ss to judge themselves must be correspondent to those that T’s uses to measure . Area of the sub-skills measured and proportion of items must be carefully and

systematically predetermined.

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What does self-assessment do in Ss’ learning process?

1. Promote learner autonomy- Ss’ reflection and awareness are encouraged.- Ss’ can take control of their learning.

2. Foster Critical Thinking-Ss’ self-regulation in their cognitive processes is promoted.-The instrument that includes metacognitivestrategies can raise awareness, which results in stronger learning skills and improved performance.

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Objectives of this study

1. To identify similarities between T’s ratings and Ss’ rating

2. To examine Ss’ attitude towards self-assessment as a mixed approach of measurement

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Research design and participants

Design- Experimental + Survey- 3 months with intact groups of participants

Participants and setting- 94 college students (age 8-20) and 5 non-

native English teachers - A private university- Columbia

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Instruments and procedures

Instruments1. A self-assessment form2. A 5-item attitude questionnaire in Spanish.

ProceduresStage 1Training session with studentsStage 2Self-Assessment Session

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Results: Correlations

My note:All the aspects present a random pattern of correlation.(3 times of assessment) Only the correlation in the aspect of vocabulary that steadily rose.

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Results: Attitudes towards Self-assessment

Critical Thinking

4 % reported that self-assessment helped them gain control of metacognitive strategies such as analyzing, comparing, questioning.

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Results: Attitudes towards Self-assessment

Responsibility

31 % refered to self-assessment as a means to -become responsible for learning-be honest with themselves-be take errors as parts of learning process and accept that they must be improved.

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Results: Attitudes towards Self-assessment

Awareness55 % regarded self-assessment can raise consciousness by enabling students to realize-how much they were learning.-what aspects of language they need to improve upon.-what the objectives and standards of the course were.

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Discussions: Call for Changes

Traditional one-way role of teacher’s assessment

Integrated Teacher and Student Assessment

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Discussions: Improvement of practice

Consistency in-guiding practice-complexity of assessment

and-realistic expectation

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Discussions: Issue of Measurement

Communicative Effectiveness was reported to be the most difficult areas for students to judge themselves about their competence.(Pronunciation is the most problematic aspect)

So, the criteria of how the students are assessed must be well explained.

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Conclusions and implications

Self-assessment-can be performed in congruence with teacher’s assessment, when good trainings are provided.-is attested to be favorable among the students.

Teacher should-start with limited numbers of aspects to be assessed.-measure with informed concrete tasks with super clear instructions.

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