The effects of self-assessment among young learners of English
By Yuko Goto Butler, Jiyoon Lee. 2010
240 citations recorded by the source corpus.
This study examined the effectiveness of self-assessment among 254 young learners of English as a foreign language. This study looked at 6th grade students in South Korea, who were asked to perform self-assessments on a regular basis for a semester during their English classes. The students improved their ability to self-assess their performance over time. A series of quantitative analyses found some positive effects of self-assessment on the students’ English performance as well as their confidence in learning English, though the effect sizes were rather small. The study also found that teachers and students perceived the effectiveness of self-assessment differently depending on their teaching/learning contexts. Individual teachers’ views towards assessment also influenced their perceived effectiveness in implementing the new self-assessment practice. A number of interesting insights were discovered through interviews with teachers regarding how best to implement self-assessment as part of foreign language instruction in contexts where teacher-centered teaching and measurement-driven assessment have been traditionally valued.
Subfields: Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/1bf0c863b074096fe55e1145f177b3052052d3c2
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In Education
In Language and Linguistics
Citations in the corpus
- Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom (2016, result): “…investigating its impact on learning of writing remains inconclusive, owing to the low reliability compared to teacher assessment (Matsuno 2009), student perceived inability to generate self-feedback (Lam 2013c), and lack of training/guidance in performing self-assessment (Butler and Lee 2010).”