ERIC Number: EJ1121300
Record Type: Journal
Publication Date: 2013-Feb
Abstractor: As Provided
Self-Assessment and Placement Tests --A Worthwhile Combination?
Engelhardt, Maike; Pfingsthorn, Joanna
Language Learning in Higher Education, v2 n1 p75-89 Feb 2013
Modern socio-cognitive and meaning-oriented approaches to foreign language teaching emphasize the role of learner autonomy, which involves being aware of and responsible for one's own ways of learning as well as the utilization of one's own strengths and work on weaknesses (van Lier 1996). Allowing learners to perform self-assessment can provide a means to promote autonomy as it fosters the understanding of the learning process and its goals (Jacobs and Farell 2003). Although some studies reveal a pattern of correlations between self-assessment and a range of external assessment criteria (e.g. Oscarson 1984, 1997, 1998), and indicate that self-assessment can be applied in situations traditionally reserved for standardized assessment (e.g. LeBlanc and Painchaud 1985), the exact role of self-assessment, its validity and instrumentality for placement purposes remains relatively unexplored. This study aims to evaluate the predictive power of self-assessment based on global CEFR "can do" descriptors in the context of a university language center placement test.
Descriptors: Foreign Countries, Self Evaluation (Individuals), Student Placement, Language Tests, Accuracy, Validity, English (Second Language), Second Language Learning, Second Language Instruction, Prediction, College Students, Correlation, High Stakes Tests, Questionnaires, Reading Skills, Writing Skills, Speech Skills, Scores, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A