Advanced L2 learners and reading placement: Self-assessment, CBT, and subsequent performance

Brantmeier, Cindy

doi:10.1016/j.system.2005.08.004

Cited by 46 publications

(45 citation statements)

References 26 publications

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“…A study drawing on a large sample of adult Canadians reported a correlation of .42 between self-assessed literacy (a composite measure for reading and writing skills) and a test of functional literacy (Finnie and Meng, 2005). In contrast, Brantmeier (2006) did not identify a relationship between this type of self-assessment and test scores. It is thus unclear whether the general type of self-assessment on which most empirical evidence on immigrants' language skills relies is reliably related to tested language proficiency.…”

Section: Correlations Between Self-assessed and Tested Language Profimentioning

confidence: 96%

“…Similarly, the studies included very different types of self-assessments (see column 3). Some analyses utilized the type of language self-assessment that is typically applied in large-scale studies and censuses to measure participants' language proficiency (e.g., Brantmeier, 2006;Charette and Meng, 1994;Finnie and Meng, 2005). These questionnaire items ask participants to indicate their language ability with respect to one or several global linguistic dimensions (e.g., understanding, speaking, reading, writing) on four-or five-point rating scales and thus represent a general type of self-assessment.…”

Section: Correlations Between Self-assessed and Tested Language Profimentioning

confidence: 99%

See 1 more Smart Citation

Why bother with testing? The validity of immigrants’ self-assessed language proficiency

Edele¹,

Seuring²,

Kristen³

et al. 2015

Social Science Research

101

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Section: Correlations Between Self-assessed and Tested Language Profimentioning

confidence: 96%

Section: Correlations Between Self-assessed and Tested Language Profimentioning

confidence: 99%

Why bother with testing? The validity of immigrants’ self-assessed language proficiency

Edele¹,

Seuring²,

Kristen³

et al. 2015

Social Science Research

101

View full text Add to dashboard Cite

“…However, the application of self-assessment as a tool in diagnostic contexts has proven to be somewhat controversial. Some investigations suggest that self-assessment and ratings from other sources may differ significantly (Blue 1988;Patri 2002;Wongsotorn 1981;Brantmeier 2006;Janssen-van Dieten 1989;Peirce et al 1993). Brantmeier (2006), for example, shows that the self-assessment of reading ability cannot be used as an appropriate predictor of performance in a placement test.…”

Section: The Predictive Powers Of Self-assessmentmentioning

confidence: 99%

“…Some investigations suggest that self-assessment and ratings from other sources may differ significantly (Blue 1988;Patri 2002;Wongsotorn 1981;Brantmeier 2006;Janssen-van Dieten 1989;Peirce et al 1993). Brantmeier (2006), for example, shows that the self-assessment of reading ability cannot be used as an appropriate predictor of performance in a placement test. Janssen-van Dieten's (1989) results imply that there is no consistent relationship between performance in a test of Dutch as a foreign language and self-assessment of writing, listening and reading.…”

Section: The Predictive Powers Of Self-assessmentmentioning

confidence: 99%

Self-assessment and placement tests – a worthwhile combination?

Engelhardt

Pfingsthorn

2013

Language Learning in Higher Education

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Modern socio-cognitive and meaning-oriented approaches to foreign language teaching emphasize the role of learner autonomy, which involves being aware of and responsible for one's own ways of learning as well as the utilization of one's own strengths and work on weaknesses (van Lier 1996). Allowing learners to perform self-assessment can provide a means to promote autonomy as it fosters the understanding of the learning process and its goals (Jacobs and Farell 2003). Although some studies reveal a pattern of correlations between selfassessment and a range of external assessment criteria (e.g. Oscarson 1984Oscarson , 1997Oscarson , 1998, and indicate that self-assessment can be applied in situations traditionally reserved for standardized assessment (e.g. LeBlanc and Painchaud 1985), the exact role of self-assessment, its validity and instrumentality for placement purposes remains relatively unexplored. This study aims to evaluate the predictive power of self-assessment based on global CEFR "can do" descriptors in the context of a university language center placement test.

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“…The design of the self-assessment questions used in Part B of this study was based on a Spanish reading questionnaire by Brantmeier (2006). The self-assessment factors were measured by four questions, two completed before the interactive listening assessment and two completed after the assessment.…”

Section: Self-assessment Questionnairementioning

confidence: 99%

Can EFL Interactive Listening Be Validly Assessed?

Jingyan

Baldauf

2011

Chinese Journal of Applied Linguistics

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Although passive listening (i.e., hearing language) may occur in some EFL classes through oral reading, oral presentations, or other oral forms, listening instruction is a relatively neglected skill in EFL teaching, and as a consequence, assessment of listening has received relatively limited coverage in the language testing literature. Interactive listening, based on the idea that listening is real-life communication, has been demonstrated to be a dimension of listening worth teaching. However, no successful classroom interactive listening teaching format has yet been reported, let alone assessed. Based on the models designed by previous researchers, an interactive listening teaching format was designed and trailed a university classroom intervention program in Beijing. In order to do this, it was necessary to construct an objective interactive listening assessment which could measure the listener's ability to: (a) negotiate meaning, and (b) to comprehend the speaker's messages (Macaro, 2003;Rost, 2002). To verify its reliability and validity, a standard listening test, the types of negotiation, and selfassessment were also adopted. The results show that compared with traditional listening tests, this interactive listening assessment procedure provided a more comprehensive and objective evaluation of listeners' listening skills.

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Advanced L2 learners and reading placement: Self-assessment, CBT, and subsequent performance

Cited by 46 publications

References 26 publications

Why bother with testing? The validity of immigrants’ self-assessed language proficiency

Why bother with testing? The validity of immigrants’ self-assessed language proficiency

Self-assessment and placement tests – a worthwhile combination?

Can EFL Interactive Listening Be Validly Assessed?

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