Transcript Self-assessment and Peer

Self/Peer-Assessment:
Stress-Free ConsciousnessRaising and Reflection
Developing cognitive, affective and social
learning skills through alternative assessment
Dr. Andrew Finch
Rationale
• “… if we see education as fostering
achievement in a personal sense [then] an
emphasis on personal achievement, focussing
on self-knowledge, self-assessment, and selfregulation (the true meaning of autonomy)
appears long overdue.”
• Lier, L. Van (1996) Interaction in the Language Classroom:
Awareness, Autonomy & Authenticity. Harlow: Addison Wesley
Longman, p.119.
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More …
• “Self-assessment … encourages the
student to become part of the whole
process of language learning, and to be
aware of individual progress.”
• Harris, M. (1997). Self-assessment of language learning in
formal settings. ELT Journal Vol. 51/1, pp. 12-20. Oxford:
Oxford University Press, p. 15.
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Even more …
• Assessment leading towards evaluation is
an important educational objective in its
own right.
• Training learners in this is beneficial to
learning.
• Self-assessment is a necessary part of selfdetermination.
• Self-assessment is one way of alleviating
the assessment burden on the teacher.
• Dickinson, L. (1987). Self-Instruction in Language Learning.
Cambridge. Cambridge University Press.
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Rationale of self-assessment procedures in
language learning:
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promotion of learning;
raised level of awareness;
improved goal orientation;
expansion of range of assessment;
shared assessment burden;
beneficial postcourse effects
• Oscarson, M. (1989). 'Self-assessment of language
proficiency: rationale and implications. RELC Journal,
Vol. 19. No. 1 pp. 75-93
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Self-assessment in the school classroom:
• Self-assessment is a “practical tool” that can “make
students more active” and can “assist them with the
daunting task of learning how to communicate in
another language.”
Harris, M. (1997). Self-assessment of language learning in formal
settings. ELT Journal Vol. 51/1, pp. 12-20. Oxford: OUP.
• “… this kind of self-appraisal would be particularly
helpful in the case of (false) beginners.”
Blanche, P. (1988). Self-assessment of foreign language skills:
implications for teachers and researchers. RELC Journal Vol. 19. No. 1,
pp.75-93.
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Reliability and Validity
• “the validity of learner judgements can in fact be
quite high.” (Oscarson 1989, p. 2)
• “..a majority of students find it easier to estimate
their purely communicative competence level than
their mastery of grammar.” (Blanche 1988, p. 75)
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Peer-assessment
Haughton & Dickinson (1989) found "a relatively high level of
agreement between the peer assessments and the marks given by the
lecturers" in their study of a collaborative post-writing assessment:
– Students were able to assess their own work realistically, even
though most felt inexperienced as testers and were not
comfortable with being tested by classmates.
– Students were sincere.
– Students demonstrated a similar level of assessment to that of the
lecturers.
– The scheme did not result in a lowering of standards.
– The students benefited in their understanding of and attitude
towards assessment by taking part in the study.
Miller, L. & Ng, R. (1996). Autonomy in the classroom: peer assessment, (p. 142). In R.
Pemberton, S.L. Edward, W.W.F. Or, and H.D. Pierson (Eds.), Taking Control: Autonomy in
Language Learning. Hong Kong: Hong Kong University Press, pp. 133-146.
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Practicalities (+ve)
• Consciousness-raising
• Lifelong Assessment Skills
– Realistic Expectations
– Goal-setting
– Evaluation of achievement
– Reflection and planning
• Responsibility for learning
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Practicalities (-ve)
• Peer-pressure
• Passive perceptions about
assessment
– The teacher evaluates
– The students are evaluated
– Evaluation happens twice each
semester
– Real assessment is summative
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