Self-assessment of second language ability: the role of response effects

Heilenman, L. Kathy

doi:10.1177/026553229000700204

Cited by 71 publications

(64 citation statements)

References 39 publications

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“…It is possible that there may be individual and/or culturally related differences with respect to general response tendencies in ESL (or other second language) self-assessment situations--e.g., to overestimate or underestimate when asked to provide self-ratings of "proficiency" (e.g., Heilenman, 1990;Oskarsson [Oscarson], 1981;Wangsotorn, 1981). The question of tendencies toward over-or underestimation as an individual or "population" characteristic appears to be an important one for further research.…”

Section: Discussionmentioning

confidence: 99%

“…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. For present purposes, it seems fair to say that in the field of second language proficiency assessment, interest in developing and evaluating formal self-assessment "instruments" has not been widespread, and very few studies appear to have employed the same or clearly similar instruments/models.…”

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

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

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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“…Since language proficiency has been found to be a strong source of variation in rating accuracy of self-and peer-assessment (Davidson & Henning, 1985;Blanche, 1988;Janssen-van Dieten, 1989;Heilenmann, 1990), the participants' proficiency level was determined by means of the Oxford Placement Test (OPT). According to Allan (2004), the developer of the test, OPT has been calibrated against the proficiency levels based on the Common European Framework of Reference for Languages (CEF), the Cambridge ESOL Examinations and other major international examinations such as TOEFL.…”

Section: Proficiency Testmentioning

confidence: 99%

Comparability of Holistic/Analytic Intra-reliability in Student/Teacher Assessment of Writing

Siyyari

2012

Language Testing in Asia

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Bio Data:Masood Siyyari is PhD in TEFL from Allameh Tabataba'I University and a full time faculty member at Science and Research Branch of Islamic Azad University in Tehran, Iran. His main areas of interest are language testing/assessment and second language acquisition. AbstractDespite the many pedagogical benefits of self-/peer-assessment, they are not often practiced in the classroom, due to the fact that most teachers doubt learners' ability to do self-/peer-assessment accurately. Although several factors have been identified to affect self-/peerassessment accuracy, the literature shows the rating accuracy of learners can improve if enough training is provided. Given the abovementioned supporting literature, it was hypothesized that learners, if provided with training and practice, may also have the potential to show behavior similar to that of expert-raters in terms of holistic and analytic intra-reliability. To test this hypothesis, having been trained to do self-/peer-assessment according to their group assignment, 136 English-major students conducted self-/peerassessment of writing performance both holistically and analytically across 11 sessions. After correlating the students and raters' holistic and analytic scores and examining the variations among the correlations, it was found that students have indeed got the potential to show rating behaviors similar to those of expert raters and at times even show higher correlations. This paper closes with some implications these findings can have for theory and practice, and some new lines of research are recommended in the area investigated in this study.

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“…Ross (1998), looking at second-language assessment, performed a meta-analysis of validation studies and concluded that accuracy in selfassessment depended on the skill being evaluated, and found that writing was among the more difficult skills to self-assess reliably. In addition to variation of the skill under assessment, other researchers have found that other factors can influence the accuracy in self -assessment, such as the learners' proficiency level (Heilenman, 1990, Patri, 2002, second-language anxiety (MacIntyre et al 1997), and motivation (Dornyei, 2001). Butler and Lee (2010) studied the effects of self-assessment on English language learners in South Korea and found that improvements in accuracy were only marginal over time, and that training in the process was critical, as well as providing sustained feedback to the self-assessors.…”

mentioning

confidence: 99%

“…Blanche & Merino, 1989;Harris, 1997;Heilenman, 1990). These questionnaire responses are then compared to teacher evaluations of the students.…”

mentioning

confidence: 99%

Self-assessment as academic community building: a study from a Japanese liberal arts university

Hale¹

2015

Language Testing in Asia

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Student self-assessment has been heralded as a way of increasing student ownership of the learning process, enhancing metacognative awareness of their learning progress as well as promoting learner autonomy. In a university setting, where a major aim is to promote critical thinking and attentiveness to one's responsibility in an academic community, the temptation to implement self-assessment is undeniable. In the liberal arts university context, the activity seems to speak directly to the values and belief systems inherent to the liberal arts ideals, not the least of which is the preparation of young minds in the pursuit of recognizing and expanding their intellectual abilities, and then applying that knowledge to solving the world's problems for the betterment of humankind. As self-assessment on high-stakes testing is uncommon in East Asia, where the education system is still heavily teacher-centered and controlled (particularly in relation to grading and assessment), there is added interest and novelty in incorporating an assessment mechanism in which the students have a direct voice in their own grading. The purpose of this study was to to determine what value, if any, students placed in the practice as members of a university academic community. Following the general inductive approach to qualitative research, in which "the findings arise directly from the analysis of the raw data, not from a priori expectations or models" (AJE 27:237-246, 2006), student responses to openended questions related to their perception of the value of self-assessment were coded and analyzed. Qualitative findings indicate that students appear to find value in the exercise consistent with the overall aims of a liberal arts education, indicating that it makes them feel trusted by instructors, develops their sense of responsibility and forces them to look at their writing more objectively. These findings suggest that there is more value to self-assessment on high-stakes essay tests than simply achieving inter-rater reliability with expert teacher raters.

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Self-assessment of second language ability: the role of response effects

Cited by 71 publications

References 39 publications

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

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

Comparability of Holistic/Analytic Intra-reliability in Student/Teacher Assessment of Writing

Self-assessment as academic community building: a study from a Japanese liberal arts university

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