Self-assessment in language learning


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Self-assessment in language learning

  1. 1. SELF-ASSESSMENT A cornerstone for successful learning Willy C Cardoso WELCOME!!!
  2. 2. <ul><li>Learner Autonom y Principles </li></ul><ul><li>Self-assessment as part of Learner Autonomy development </li></ul><ul><li>Types of self-assessment </li></ul><ul><li>Guidelines for self-assessment </li></ul><ul><li>Improving other institutional areas through students’ self-assessment </li></ul><ul><li>Practical classroom activities </li></ul><ul><li>Conclusion </li></ul>AGENDA
  3. 3. “ Autonomy is essentially a matter of the learner's psychological relation to the process and content of learning--a capacity for detachment, critical reflection, decision-making, and independent action” – Little (1991) “ The autonomous learner is a self-activated maker of meaning, an active agent in his own learning process. Learning is seen as the result of his own self-initiated interaction with the world.” – Rathbone (1971) “ Autonomy is a situation in which the learner is totally responsible for all the decisions concerned with his/her learning and the implementation of those decisions” – Dickinson (1993) Learner Autonomy
  4. 4. - Delegating tasks and decisions How can we develop responsibility and autonomy? - Consistent control On the part of the LEARNER - Motivation and self-confidence - Monitoring and evaluation - Cooperation and group cohesion On the part of the TEACHER - Sharing information with the learner
  5. 5. Types of self-assessment <ul><li>1. Assessment of [a specific] performance </li></ul><ul><li>2. Assessment of [general] competence </li></ul><ul><li>3. Assessment for setting goals </li></ul><ul><li>4. Socioaffective assessment </li></ul><ul><li>5. Student-generated tests </li></ul>
  6. 6. 1. Assessment of [a specific] performance <ul><li>Internet – there are plenty of websites with self-correcting quizzes and tests. </li></ul><ul><li>E.g. (for listening) </li></ul><ul><li> (for grammar and vocabulary) </li></ul>- Presentations - the student fills out a checklist that rates performance. - Videos, news, tv shows – movies can be viewed first without subtitles, then with them.
  7. 7. 2. Assessment of [general] competence
  8. 8. 3. Assessment for setting goals <ul><ul><li>My goal for this week is to stop during reading and predict what is going to happen next in the story. </li></ul></ul><ul><ul><li>My goal for this week is to finish writing my Superman story </li></ul></ul><ul><ul><li>The first goal help me understand a lot when I’m reading. </li></ul></ul><ul><ul><li>I met my goal for this week. </li></ul></ul>
  9. 9. 4. Socioaffective assessment
  10. 10. 5. Student-generated tests <ul><li>Reading comprehension </li></ul><ul><li>Vocabulary quiz </li></ul><ul><li>Q&A (interviews and games) </li></ul>
  11. 11. Guidelines for Self-Assessment <ul><li>Tell students the purpose of the assessment </li></ul>2. Define the task(s) clearly 3. Encourage impartial evaluation of performance and ability 4. Ensure positive impact through follow-up tasks
  12. 14. Improving other institutional areas through students’ self-assessment <ul><li>Teacher training and development </li></ul><ul><li>Syllabus design </li></ul><ul><li>Materials </li></ul><ul><li>Methodology </li></ul><ul><li>Needs analysis </li></ul>
  13. 15. Practical classroom activities <ul><li>TUNING IN </li></ul><ul><li>Identifying difficulties in listening </li></ul><ul><li>Level intermediate/advanced </li></ul><ul><li>Main goals focused listening, identifying difficulties </li></ul><ul><li>Language focus stress, intonation, pronunciation </li></ul><ul><li>Preparation recorded speech or dialogue (from textbook) </li></ul><ul><li>This activity helps students distinguish their problems with listening. Also, setting a double task may help some students to focus their attention better </li></ul><ul><li>Before a listening exercise write the following points on the board, and ask them to copy the list of problems. </li></ul><ul><ul><li>Distractions </li></ul></ul><ul><ul><li>Speech to fast </li></ul></ul><ul><ul><li>Strange dialect </li></ul></ul><ul><ul><li>Too many new words </li></ul></ul><ul><ul><li>Background noise </li></ul></ul><ul><ul><li>Too much information </li></ul></ul><ul><li>Tell students that whenever they find it difficult to follow the material, they should mark one of the reasons in the above list. </li></ul><ul><li>At the end of the recording check how much they have understood, and which problems were marked most often. </li></ul><ul><li>You may follow with a discussion on which of the problems are easier to deal with, and what can be done about them. </li></ul>
  14. 16. Practical classroom activities Reading assignment Monitoring the use of reading strategies
  15. 17. Practical classroom activities Speak to yourself Recording and analysing a short talk
  16. 18. Practical classroom activities Giving Feedback giving feedback on new activities Main goal collection information on student’s reaction You may experiment with testing your students’ reactions. If there is something new (a textbook, a game, or an activity) you want to try, you can go ahead and try it and then analyse the feedback you get from your learners. You may use questions like the ones below. Did you enjoy using……………………./ doing the…………………….activity? Did you feel you learnt more than usual with…………………………? Would you like to use/do……………………….again? Do you have any suggestions for other ways to use…………./ improve the activity? What did you feel most interesting or challenging about the new material/activity? What did you find unusual/boring about the new material/activity?
  17. 19. Teacher Development
  18. 20. FURTHER READING Learner Autonomy Ágota Scharle and Anita Szabó (CUP) Language Assessment: principles and classroom practices H. Douglas Brown ( Pearson)
  19. 21. Willy C Cardoso [email_address] THANK YOU VERY MUCH!!! “ Education is the most powerful weapon which you can use to change the world” - Nelson Mandela