1. Self/Peer-Assessment: Stress-Free Consciousness-Raising and Reflection
This presentation looks at the practicalities of using self/peer-assessment in order to improve the efficiency and effectiveness of learning.
By shifting the responsibility for learning and assessment to the student, not only is the teacher freed up to do other things, but also the student can enjoy a more valid learning experience.
Through self/peer-assessment, the students learn how to take control of their learning, and thus acquire assessment skills which will help them for the rest of their life.
Before looking at practical examples, this presentation will go very briefly through some theory.
The presentation will then look at self/peer-assessment using portfolios, presentations, oral assessment, written assessment, and web-based assessment.
Developing cognitive, affective and social learning skills through alternative assessment
Dr. Andrew Finch

2. Rationale
“… if we see education as fostering achievement in a personal sense [then] an emphasis on personal achievement, focussing on self-knowledge, self-assessment, and self-regulation (the true meaning of autonomy) appears long overdue.”
Lier, L. Van (1996) Interaction in the Language Classroom: Awareness, Autonomy & Authenticity. Harlow: Addison Wesley Longman, p.119.
3:45 PM

3. More …
“Self-assessment … encourages the student to become part of the whole process of language learning, and to be aware of individual progress.”
Harris, M. (1997). Self-assessment of language learning in formal settings. ELT Journal Vol. 51/1, pp Oxford: Oxford University Press, p. 15.
3:45 PM

4. Training learners in this is beneficial to learning.
Even more …
Assessment leading towards evaluation is an important educational objective in its own right.
Training learners in this is beneficial to learning.
Self-assessment is a necessary part of self-determination.
Self-assessment is one way of alleviating the assessment burden on the teacher.
Dickinson, L. (1987). Self-Instruction in Language Learning. Cambridge. Cambridge University Press.
3:45 PM

5. Rationale of self-assessment procedures in language learning:
promotion of learning;
raised level of awareness;
improved goal orientation;
expansion of range of assessment;
shared assessment burden;
beneficial postcourse effects
Oscarson, M. (1989). 'Self-assessment of language proficiency: rationale and implications. RELC Journal, Vol. 19. No. 1 pp
3:45 PM

6. Self-assessment in the school classroom:
Self-assessment is a “practical tool” that can “make students more active” and can “assist them with the daunting task of learning how to communicate in another language.” Harris, M. (1997). Self-assessment of language learning in formal settings. ELT Journal Vol. 51/1, pp Oxford: OUP.
“… this kind of self-appraisal would be particularly helpful in the case of (false) beginners.” Blanche, P. (1988). Self-assessment of foreign language skills: implications for teachers and researchers. RELC Journal Vol. 19. No. 1, pp
3:45 PM

7. Reliability and Validity
“the validity of learner judgements can in fact be quite high.” (Oscarson 1989, p. 2)
“..a majority of students find it easier to estimate their purely communicative competence level than their mastery of grammar.” (Blanche 1988, p. 75)
3:45 PM

8. Peer-assessment
Haughton & Dickinson (1989) found "a relatively high level of agreement between the peer assessments and the marks given by the lecturers" in their study of a collaborative post-writing assessment:
Students were able to assess their own work realistically, even though most felt inexperienced as testers and were not comfortable with being tested by classmates.
Students were sincere.
Students demonstrated a similar level of assessment to that of the lecturers.
The scheme did not result in a lowering of standards.
The students benefited in their understanding of and attitude towards assessment by taking part in the study.
Miller, L. & Ng, R. (1996). Autonomy in the classroom: peer assessment, (p. 142). In R. Pemberton, S.L. Edward, W.W.F. Or, and H.D. Pierson (Eds.), Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press, pp
3:45 PM

9. Practicalities (+ve) Consciousness-raising Lifelong Assessment Skills
Realistic Expectations
Goal-setting
Evaluation of achievement
Reflection and planning
Responsibility for learning
Most students have never experienced Self/peer-assessment before, and need time to get used to the idea. They also need to work through the problems of peer-pressure.
3:45 PM

10. Practicalities (-ve) Peer-pressure
Passive perceptions about assessment
The teacher evaluates
The students are evaluated
Evaluation happens twice each semester
Real assessment is summative
Most students have never experienced Self/peer-assessment before, and need time to get used to the idea. They also need to work through the problems of peer-pressure.
3:45 PM