Self-assessment of language proficiency: rationale and applications

Oscarson, Mats

doi:10.1177/026553228900600103

Cited by 176 publications

(133 citation statements)

References 3 publications

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“…Enabling students to self-monitor their own learning process is a way to help them develop knowledge through conscious control over that knowledge or to develop metacognitive awareness of knowledge and thought. Oskarsson (1989) thinks that self-assessment can promote learning because it gives learners training in evaluation which is important for autonomous learning. Learners need to be able to make reliable and valid judgments.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Many have argued that teachers should help students construct knowledge through active involvement in assessing their own learning performance, and that students are empowered by gaining ownership of their learning and life-long learning skills (Chen, 2008). Teachers should provide opportunities for students to assess their language level so as to help them focus on their own learning (Oskarsson, 1989). Hunt, Gow, and Barnes (1989) argue that without learner self-evaluation and self-assessment "there can be no real autonomy" (p. 207).…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Self-Assessment on Iranian EFL Learners’ Writing Skill

Javaherbakhsh¹

2010

ELT

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Self-assessment has gained much attention in recent years owing to graving emphasis on learner independence and learner autonomy and self-assessment has significant pedagogic value (Mrudula, 2002). The present study was an attempt to investigate whether self-assessment impact Iranian EFL learners' writing skill. To fulfil the purpose of the study, 73 participants from 105 students of advanced level of English in Zabansara and Marefat Institutions were chosen by means of a TOEFL test. Two groups; namely, experimental and control groups, were formed. A writing pre-test was administered to measure their writing ability. The subjects in the experimental group enjoyed the treatment. After each writing activity, they assessed themselves with writing checklist. Three raters scored the activities by utilizing the analytical method of scoring. The teacher commented on the students' weaknesses at the bottom of each checklist. At the end of the study, all subjects took writing post-test. By utilizing an independent t-test, the researcher found out that the change in the experimental group was significant. Therefore, the null hypothesis of the study was rejected. The results of this research can be used by those involved in the field of language teaching.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Impact of Self-Assessment on Iranian EFL Learners’ Writing Skill

Javaherbakhsh¹

2010

ELT

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“…For a comprehensive review and evaluation of "self-assessment of second/foreign language proficiency," see Oscarson (1989), an early and persistent advocate (e.g., Oskarsson [Oscarson] 1978[Oscarson] , 1980[Oscarson] , 1981 who, in 1978, made the point that" ... self assessment is a new field in language testing and consequently there is very little accumulated knowledge and experience to draw on" (Oskarsson, 1978: p. 13, emphasis added); but more recently (Oscarson, 1989) stated that there had been " ... a surge of interest in methods of self-assessment of foreign language proficiency" (p. 1). The more recent (Oscarson, 1989), comprehensive review suggests continued, marked diversity in the purposes, methods, and lines of inquiry subsumed under the" self-assessment" rubric (a theme which is reinforced by Oscarson's [forthcoming] review, based on examination of pre-publication copy, received too late for full consideration in this paper). For perspective regarding conceptual and methodological diversity see, for example, Ingram (1985), Bachman and Palmer (1989), Blanche and Merino (1989), Heilenman (1990), Xu (1991.…”

Section: Je Connais Presque La Totalite De La Grammaire Anglaise Maimentioning

confidence: 99%

Validity of Global Self‐ratings of Esl Speaking Proficiency Based on an Fsi/Ilr‐referenced Scale

Wilson¹

1999

ETS Research Report Series

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This study explored the validity and potential utility for self-assessment of speaking proficiency in English as a second language (ESL), of a self-rating scale intended to nominally parallel--in terms of number of points or levels and corresponding descriptions oflanguage-use behavior--a scale used by members of the Interagency Language Roundtable (ILR) to rate performance in Language Proficiency Interviews (LPI). The study sample was composed primarily of educated, adult ESL users/learners, most of whom were native-speakers of either French or German, who provided self-assessments just prior to taking the Test of English for International Communication (TOEIC), in employment-related ESL training contexts in Switzerland. Correlations between self-ratings and TOEIC scores centered around .7, and the mean ILRreferenced self-rating was very close to that for "predicted ILR-scaled LPI rating", where prediction was based on a previously developed equation for predicting LPI rating from TOEIC score. Lines of inquiry warranting further research are suggested.

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“…Therefore, teachers must provide chances for learners to evaluate themselves (Oskarson, 1989) and creating autonomy in the learners will not come close to reality unless the learners are given opportunities to assess and evaluate themselves (Hunt, J., Gow, L., & Bames, P., 1989).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

Iraji¹,

Enayat²,

Momeni³

2016

TPLS

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Abstract-Alternative assessments have increasingly gained attention in L2 writing. One of the areas of research which has received much attention in the literature of ELT is the use of self-and peer-assessments and their effects on developing the writing ability of ESL/EFL learners. The purpose of this study was to find the effect of self-and peer-assessments on the argumentative writing performance of intermediate Iranian EFL learners. For this purpose, 36 intermediate EFL students were selected and homogenized based on the results of Oxford Quick Placement Test and an argumentative writing which served as the pre-test of this study. They were then randomly assigned into control and experimental groups to receive different treatments. The compositions of participants in the control group were assessed using traditional teacher-assessment while for the experimental group, self-and peer-assessments were used writing assessment. The results of post-test indicated that the use of self-and peer-assessments significantly affected the writing ability of the learners. Based on the obtained results, it was concluded that using alternative assessments for Iranian EFL students could be helpful in overcoming some of their argumentative writing difficulties. The results of this study have clear implications for both learners and teachers and other stakeholders of ELT. They can use these alternative assessments as a learning opportunity to lower the anxiety and improve the argumentative writing skill of the students.

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Self-assessment of language proficiency: rationale and applications

Cited by 176 publications

References 3 publications

The Impact of Self-Assessment on Iranian EFL Learners’ Writing Skill

The Impact of Self-Assessment on Iranian EFL Learners’ Writing Skill

Validity of Global Self‐ratings of Esl Speaking Proficiency Based on an Fsi/Ilr‐referenced Scale

The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

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