Self‐Assessment in the Classroom

Abstract

The present didactic sequence aims at designing learning experiences through the creation of bilingual ecosystems, mediated by ecotourism, within the perspective of social work in the context of a rural elementary school in the community of La Honda. In Colombia, language education in rural areas is one of the most underexplored social diversities in the field (Bonilla & Cruz-Arcila, 2013). This situation encouraged implementers to focus their attention on the language education opportunities that the community La Honda deserves to have. The project is designed to be conducted with multigrade students from the elementary school Institución Educativa Combia, branch La Honda. Since the school is based on the model of Escuela Nueva, the methodology will be oriented towards following its principles, permeated by the use of experiential learning. The creation of this project allowed researchers to conclude that the designed learning experiences might generate an improvement in participants' lives, by virtue of the acquisition of language skills, and the appreciation of the cultural and environmental resources that this rural community has.

Self‐assessment: How reliable is it in assessing oral proficiency over time?

“…It may be that Advanced‐level learners are effective using self‐assessments because they are highly experienced language learners who can look at themselves from the outside and imagine themselves carrying out the tasks. As explained by Oscarson (), language ability can be assessed from an internal/intrinsic perspective and from an external/extrinsic perspective, or by using gradients along a continuum of internal/intrinsic to external/extrinsic assessment. It is possible that accurate self‐assessment thus requires great external ability (1) to envision the language that is needed to complete a task, and (2) to measure one's skills against that more concrete understanding of the task and situation.…”

“…Self‐assessment has been promoted by researchers and instructors as a way to motivate students (Panadero, Jonsson, & Botella, ) and increase students’ agency; that is, their investment in their own learning (Boud & Falchikov, ; Boud, Lawson, & Thompson, ). Further, self‐assessment has been shown to serve a variety of purposes, especially at the intersection of testing and teaching (Bagio & Ferreira, ; Kiely, ; Matsuno, ; Oscarson, ; Ross, ). As in higher education in general, in language education self‐assessment has been found to increase learner agency and self‐regulation (Little & Erickson, ; Ziegler & Moeller, ) and help students better understand their own proficiency, how proficiency develops, and what the learning goals are (Kiely, ).…”

From Test Performance to Language Use: Using Self-Assessment to Validate a High-Stakes English Proficiency Test

“…A plausible explanation lies in the characteristics of the sample used in this study. Previous research into the use of SA in language learning suggests that learner characteristics such as proficiency level and experiential factors might come into play when students self-assess their language abilities (e.g., Blanche and Merino 1989;Oscarson 2013). Due to the convenience sampling approach, the SA sample in this study had higher language proficiency.…”

La evaluación de los propios progresos en la expresión oral frente a la importancia concedida a los criterios de autoevaluación

“…Las teorías cognitivas y constructivistas consideran la autoevaluación (AE) como una parte integral del aprendizaje (Oscarson, 2014). Pese a las numerosas investigaciones llevadas a cabo en esta materia, aún se percibe la necesidad de realizar más estudios que permitan construir un marco teórico y una epistemología más elaborados, y de crear materiales y herramientas fundamentados a nivel teórico y basados en la investigación empírica (Oscarson, 2014).…”