Self-assessment of language learning in formal settings
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Michael Harris [1]
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[1] Department of English Philology, University of Alcala de Henares,
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 51, Nº 1, 1997, págs. 12-20
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
It is widely accepted that self-assessment is a key learning strategy for autonomous language learning, enabling students to monitor their progress and relate learning to individual needs. But what is the role of self-assessment in formal educational settings, where there is less room for self-directed learning? Paradoxically, it is perhaps in these settings that self-assessment is most needed to focus learners' perceptions of progress. Students are often passive in their approach to learning, and may become demotivated if they cannot see any clear progress. Self-assessment produces learners who are more active and focused, and better placed to assess their own progress in terms of communication. This article will discuss these issues, and make some practical suggestions for carrying out self-assessment at both secondary school and university level.
