Self-Assessment of Foreign and Second Language Proficiency

Oscarson, Mats

doi:10.1007/978-1-4020-4489-2_17

Cited by 64 publications

(83 citation statements)

References 12 publications

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“…Self-ratings may be affected by subjective errors due to past academic record, peer or parental expectations (Blanche & Merino, 1989). Cultural factors, such as the pressure to display overt modesty, which is valued in Chinese culture, may make students more critical of their own performance (Chen, 2008;Oscarson, 1997). In contrast, Iranian students are lenient when rating themselves since overt or false modesty concerning one's accomplishments is not accentuated in their culture (Esfandiari & Myford, 2013).…”

Section: Functions Of Reinforcementmentioning

confidence: 99%

“…Several important steps mentioned in the literature include clarifying the purpose of the kind of assessment done and expectations of the students as assessors; involving participants in developing assessment criteria; providing practice and examples of student performance; providing written checklists or guidelines, specifying activities and timescale; giving feedback; and examining the quality of feedback (Oscarson, 1997;Topping, 2009). Accordingly, the researchers designed the following training procedure.…”

Section: Pa and Sa Proceduresmentioning

confidence: 99%

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Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Hung

Samuelson

Chen³

2016

Educational Linguistics

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As the traditional grammar translation approach is being gradually replaced by communicative or task-based approaches, paper-and-pencil tests, commonly used in English classes in Taiwan, do not meet the course goals. Alternative assessment, known for increasing learners' cognitive and meta-cognitive development as well as empowering students to take ownership of their learning, has been practiced extensively in L1 higher education, but neglected in L2 elementary schools. Thus, the purpose of this study is to investigate how peer and self-assessment can be implemented to evaluate young EFL learners' oral presentation and how the students perceive this experience. The study was conducted in two sixth grade classes at a public elementary school in southern Taiwan. After attending a professional development workshop held by the government, a local English teacher practiced peer and self-assessment in her class so as to engage every student in class activities and also to provide an opportunity for them to reflect upon their performance. In the process, the students formed groups of six to discuss and give grades after each individual student's oral report. Three types of data sources were analyzed. The first was the evaluation rubrics from peer groups, each presenting students, and the teacher. Then, a survey, containing 16 closed-format questions and one open-ended question, was administered to elicit the students' perceptions of the assessment process. Also, an interview was done with the teacher. The results show that peer and teacher assessment had strong positive correlation, whereas self-and teacher assessment were moderately correlated. The strength of correlation also varied for each evaluation criterion. Though learners responded positively to the assessing experiences in the questionnaires, they expressed concern that some grades assigned by peers were not fair and a few group members dominated the grading process. The findings shed light on benefits of combining peer and self-assessment and suggest training should emphasize self-assessment, evaluation criteria related to content of the presentation, and students' social skills to work harmoniously in groups. Most of all, students' traditional way of learning should not be neglected.

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Section: Functions Of Reinforcementmentioning

confidence: 99%

Section: Pa and Sa Proceduresmentioning

confidence: 99%

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Hung

Samuelson

Chen³

2016

Educational Linguistics

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“…Research over the years has shown that self-ratings for language competence tend to be accurate and correlate moderately to highly with competence scores on standardized tests, as concluded by LeBlanc & Painchaud (1985) , Blanche and Merino (1989), and Ross (1998) from their extensive review of earlier research on self-assessment. Later studies lent further support to the value of self-assessment (e.g., Oscarson, 1997;Wilson & Lindsey, 1999;Yoshizawa, 2009).…”

Section: Methodsmentioning

confidence: 90%

Psychometric validation of the Sentence Verification Technique to assess L2 reading comprehension ability

Pichette¹,

Béland²,

Serres³

et al. 2014

TQMP

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Abstract Abstract English teachers use the Sentence Verification Technique (Royer et al., 1979) to determine the readability of written material for their classes. This process requires students to read short passages from a book, followed by isolated sentences. These sentences can be either identical or different from the original passages, in their meaning as well as in their form. For each sentence, students must indicate whether or not its content corresponds to that of the original passage. This paper reports on the design and assessment of an SVT test created for measuring reading comprehension ability, based on four English texts. The instrument was administered to 171 adult English learners, of various levels of English proficiency. The data were analyzed using both traditional psychometric methods and the Rasch model. Results indicate that the test shows high internal consistency, that it respects the basic assumptions behind the Rasch model, and that it is in the recommended range of difficulty for that technique.

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“…Brown and Hudson (1998) also stated that students` greater autonomy in self-assessment can substantially increase their motivation to learn the language. Oscarson (1997) asserts that the self-assessment of language proficiency is concerned with knowing how, under what circumstances and with what effects learners and users of a second language (SL) or a foreign language (FL) judge their own ability in the language. From this perspective, ability is concerned with both achievement and proficiency.…”

Section: Literature Reviewmentioning

confidence: 99%

“…From this perspective, ability is concerned with both achievement and proficiency. Self-assessment, according to Oscarson (1997) comes from the realization that effective learning is best achieved if the student is actively involved in all phases of the learning process. Self-assessment fosters learning autonomy and positively contributes to motivation and outcomes of learning mainly when self-assessment becomes part of day-to -day teaching and when learners do self-assessment for monitoring progress and improvement, not for a grade or placement.…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

Fathi¹,

Yousefi²,

Sedighravesh³

2017

JSR

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Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self-and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

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Self-Assessment of Foreign and Second Language Proficiency

Cited by 64 publications

References 12 publications

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Relationships between Peer- and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations

Psychometric validation of the Sentence Verification Technique to assess L2 reading comprehension ability

The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

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