[PDF] Approaches To Self Assessment In Foreign Language Learning eBook

Author : Mats Oskarsson
Publisher :
Page : 60 pages
File Size : 10,42 MB
Release : 1984
Category : Adult education
ISBN :

GET BOOK

A review of research in self-assessment techniques for foreign language skills is based on a survey of the literature and the results of a survey of teachers, researchers, and administrators in adult education centers in many areas of the world. Two late 1970s surveys of self-assessment research and pilot experiments concerning the general validity and usefulness of learners' estimates are described, and more recent research is reviewed. A growing body of research on the use of self-assessment procedures for continuous evaluation purposes is also examined, and the survey results are reported. The pattern emerging is of consistent overall agreement of self-estimates and external criteria, but the need for practice in autonomous learning and self-directed evaluation is emphasized in some of the sources, and it is suggested that teacher training in these areas is a further prerequisite for effective development of self-evaluation techniques. A variety of self-assessment aids are described and illustrated, and it is noted that the kind of instrument seeming to yield the most accurate information consists of descriptions of concrete linguistic situations that the learner can interpret and evaluate in behavioral terms. Implications of the findings and areas needing further study are discussed. (Author/MSE)

Author : Danijela Prošić-Santovac
Publisher : Multilingual Matters
Page : 249 pages
File Size : 12,68 MB
Release : 2019-08-07
Category : Education
ISBN : 1788924835

GET BOOK

The volume unites research and practice on integrating language learning, teaching and assessment at preschool and early school age. It includes chapters written by experts in the field who have studied some of the very youngest (pre-primary) children through to those up to the age of 12, in a variety of private and state contexts across Europe. The collection makes a much-needed contribution to the subject of appropriate assessment for children with the focus of many chapters being classroom-based assessment, particularly formative assessment, or the case for developing assessment skills in relation to even the youngest children. As a whole, the book provides useful case study insights for policymakers, teacher educators, researchers and postgraduate students with interest in or responsibility for how children are assessed in their language learning. It also provides practical ideas for practitioners who wish to implement greater integration of assessment and learning in their own contexts.

Author : John McE. Davis
Publisher : Georgetown University Press
Page : 275 pages
File Size : 15,55 MB
Release : 2018-03-01
Category : Foreign Language Study
ISBN : 1626165416

GET BOOK

The specific—and varied—ways in which assessment and evaluation can impact learning and teaching have become an important language education research concern, particularly as educators are increasingly called on to implement these processes for improvement, accountability, or curricular development purposes. Useful Assessment and Evaluation in Language Education showcases contemporary research that explores innovative uses of assessment and evaluation in a variety of educational contexts. Divided into three parts, this volume first examines theoretical considerations and practical implementations of assessment conducted for the purpose of enhancing and developing language learning. Part 2 addresses novel assessment development and implementation projects, such as the formative use of task-based assessments, technology-mediated language performance assessment, validation of educational placement tests for immigrant learners, and the use of assessment to help identify neurolinguistic correlates of proficiency. The final section of the book highlights examples of argument-based approaches to assessment and evaluation validation, extending this critical framework to quality assurance efforts in new domains. Adding to research on traditional and conventional uses of testing and evaluation in language education, this volume captures innovative trends in assessment and evaluation practice that explicitly aim to better inform and enhance language teaching and learning.

Author : Arthur L. Costa
Publisher : Corwin Press
Page : 194 pages
File Size : 41,58 MB
Release : 2004
Category : Education
ISBN : 0761938710

GET BOOK

This volume focuses on assessing students' abilities as self-directed learners. The authors use 'triangulation' to ensure that the assessment system is balanced and complete.

Author : Marianne Nikolov
Publisher : Springer
Page : 343 pages
File Size : 41,13 MB
Release : 2015-10-29
Category : Education
ISBN : 3319224220

GET BOOK

This volume documents international, national, and small-scale testing and assessment projects of English language education for young learners, across a range of educational contexts. It covers three main areas: age-appropriate ‘can do statements’ and task types for teaching and testing learners between the ages of 6 to 13; innovative approaches to self-assessment, diagnostic testing, self- perception, and computer-based testing; and findings on how young learners perform on vocabulary, listening, speaking, pronunciation, and reading comprehension tests in European and Asian contexts. Early language learning has become a major trend in English language education around the globe. As a result of the spread of teaching English to a growing number of young children, assessment of and for learning have emerged as key issues. In line with this development, there is a clear and emerging need to make early language programs accountable and to assess both the progress children make over time and to quantify their achievement at various stages of development. This volume informs stakeholders about the realistic goals of early language learning, their efficiency, and how much progress children make over time.

Author : J. Charles Alderson
Publisher : A&C Black
Page : 286 pages
File Size : 25,70 MB
Release : 2005-08-22
Category : Language Arts & Disciplines
ISBN : 1441147594

GET BOOK

This book addresses the need for tests that can diagnose the strengths and weaknesses in learners' developing foreign language proficiency. It presents the rationale for, and research surrounding, the development of DIALANG, a suite of internet-delivered diagnostic foreign language tests funded by the European Commission. The word 'diagnosis' is common in discussions in language education and applied linguistics, but very few truly diagnostic tests exist. However, the diagnosis of foreign language proficiency is central to helping learners make progress. This volume explores the nature of diagnostic testing, emphasizing the need for a better understanding of the nature of appropriate diagnosis. The book starts with a debate about how diagnostic testing might most appropriately be developed. Charles Alderson argues that the field has neglected to construct diagnostic tests, partly because other forms of testing have dominated the field. Alderson examines how proficiency has been diagnosed in the key areas of language: reading, listening, writing, grammar and vocabulary. The value of self-assessment is discussed and exemplified as a key component in developing learners', and teachers', awareness of the complexity of language learning. The book ends with a consideration of and recommendations for future developments in the diagnosis of foreign language proficiency.

Author : Haley Dolosic
Publisher :
Page : 136 pages
File Size : 16,64 MB
Release : 2018
Category : Electronic dissertations
ISBN :

GET BOOK

Today, more individuals are seeking to learn a second language (L2) or foreign language (FL) than ever before. These individuals are language learners who intend to use their growing L2 knowledge to traverse linguistic and national boundaries in order to achieve their personal and professional goals (Callahan & Gándara, 2014). To realize these goals in the digital era, L2 learners must be more prepared than ever to use their knowledge with written media, making L2 reading a central skill to successful use of their L2 knowledge. Yet, when language learners attempt to use their L2 skills in their daily lives, they are often unable to diagnose their own strengths and weaknesses, making the task of comprehending a complex text challenging. In order to develop learner autonomy where learners are capable of overcoming such challenges, the learners themselves must be involved in their own assessment (Little, 2009). Therefore, with these two intersecting skills of L2/FL self-assessment and reading, at present there is a need to expand examinations to investigate the variables that shape these constructs in concert across varied contexts of language learning. The following dissertation contributes to this understanding by (1) examining self-assessment through innovative methodological approaches and pedagogical interventions and (2) analyzing the intersecting and interacting variables that impact L2 reading comprehension in varied contexts of language learning with adolescents and adults. Specifically, these studies investigate the learners' abilities to accurately self-assess their L2 reading capabilities through three separate studies of L2 reading and self-assessment.Building from prior examinations of these constructs, this dissertation uses quantitative methodology to investigate the connections among topic familiarity, assessment methods, text formats, self-assessment, and L2 reading comprehension (Brantmeier, 2006b; Brantmeier et al., 2012; Brantmeier, Stube, & Yu, 2014; Lee, 1996; Pulido, 2007; Wolf, 1993). In order to examine test methods, L2 reading comprehension is measured through multiple response paradigms throughout the dissertation, providing a robust understanding of L2 self-assessment as it is associated with different assessments of L2 reading comprehension (Alderson, 2000). Traditional and advanced statistical procedures are employed to robustly answer the questions presented in these studies (Plonsky, 2015).Findings indicate that language learners (1) have variable capabilities in L2 reading comprehension, even when they are placed at the same level of instruction. Further, learners (2) may be able to accurately self-assess with and without training, particularly when afforded criterion-referenced self-assessment items and when such self-assessments are aligned with learners' prior test-taking experiences. Finally, these learners also demonstrated that (3) learners vary in their abilities to self-assess with accuracy, and individual differences in this accuracy can be accounted for with proficiency level. Implications for instruction and future research are discussed.

Author : Agnieszka Habrat
Publisher : Springer
Page : 183 pages
File Size : 15,79 MB
Release : 2018-02-22
Category : Education
ISBN : 3319752839

GET BOOK

This book demonstrates how foreign language self-esteem (FLSE) affects foreign language (L2) learning and teaching, and how it fluctuates with growing proficiency. Further, it explains the interaction between FLSE and a range of factors of recognized importance in second language acquisition (SLA). The theoretical part of the book presents the main pillars of self-esteem as well as its notable influence on psychological functioning and learning, with special emphasis being placed on L2 learning. In turn, the empirical part presents the findings of a study that explored the trajectory and behavioural outcomes of FLSE across three stages of education. The book closes by outlining future research directions, as well as some pedagogical implications. In particular, the findings of the study can be employed in teaching English as a foreign or second language by helping instructors understand the significance of learners’ individual differences.