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1Students’ Objectivity and Perception of Self-Assessment in an EFL Classroom By Ana Munoz and Martha E. Alvarez EAFIT University, Columbia
2 Background of the study1. As self-assessment has been moreintroduced, problems increases.2. The research in self-assessment in thecontext of ELT needs more attention.Research problems
3Some Issues from Previous Studies1. Many of the empirical studies foundrelationship between T’s ratings and Ss’ self-ratings (Bachman & Palmer, 1989; Oskarsson,1978)However, more research studies are needed.
4Some Issues from Previous studies2. Ss’ experience with self-assessment-Lack of understanding about the process-Lack of objectivity and reliability about ownwork-Ss’ perception => evaluation is teacher’s job Thus, familiarization and training of self- assessment should be implimented.
5Some Issues from Previous Studies3. Cultural Factors-Mismatch between T’s and Ss’ educationalgoals.-Difference cultures => Variation in level ofstudent-centeredness and T’s control over self-assessment So, impliementation of both T’s and Ss’ evaluation can resolve cultural differences.
6Some Issues from Previous Studies4. Instrumentations- Some studies used items which were toobroad to judge Ss’ ability in specific task/sub-skill. (Decrease in accuracy) So, instruments for Ss to judge themselvesmust be correspondent to those that T’s usesto measure . Area of the sub-skills measuredand proportion of items must be carefully and systematically predetermined.
7What does self-assessment do in Ss’ learning process? 1. Promote learner autonomy - Ss’ reflection and awareness are encouraged. - Ss’ can take control of their learning. 2. Foster Critical Thinking -Ss’ self-regulation in their cognitive processes is promoted. -The instrument that includes metacognitive strategies can raise awareness, which results in stronger learning skills and improved performance.
Objectives of this study 81. To identify similarities between T’s ratings and Ss’ rating2. To examine Ss’ attitude towards self- assessment as a mixed approach of measurement
Research design and participants 9Design- Experimental + Survey- 3 months with intact groups of participantsParticipants and setting- 94 college students (age 8-20) and 5 non- native English teachers- A private university- Columbia
Instruments and procedures 10Instruments1. A self-assessment form2. A 5-item attitude questionnaire in Spanish.ProceduresStage 1Training session with studentsStage 2Self-Assessment Session
Results: Correlations 11My note:All the aspectspresent arandom patternof correlation.(3 times ofassessment)Only thecorrelation inthe aspect ofvocabulary thatsteadily rose.
12 Results: Attitudes towards Self-assessmentCritical Thinking4 % reported that self-assessment helpedthem gain control of metacognitive strategiessuch as analyzing, comparing, questioning.
13 Results: Attitudes towards Self-assessmentResponsibility31 % refered to self-assessment as a meansto-become responsible for learning-be honest with themselves-be take errors as parts of learning processand accept that they must be improved.
14 Results: Attitudes towards Self-assessmentAwareness55 % regarded self-assessment can raiseconsciousness by enabling students to realize-how much they were learning.-what aspects of language they need toimprove upon.-what the objectives and standards of thecourse were.
Discussions: Call for Changes 15 Traditional one-way role of teacher’s assessmentIntegrated Teacher and Student Assessment
16Discussions: Improvement of practiceConsistency in-guiding practice-complexity of assessmentand-realistic expectation
Discussions: Issue of Measurement 17Communicative Effectiveness wasreported to be the most difficult areas forstudents to judge themselves about theircompetence.(Pronunciation is the most problematicaspect)So, the criteria of how the students areassessed must be well explained.
Conclusions and implications 18Self-assessment-can be performed in congruence with teacher’sassessment, when good trainings are provided.-is attested to be favorable among the students.Teacher should-start with limited numbers of aspects to be assessed.-measure with informed concrete tasks with superclear instructions.