A Dynamic Model for Autonomy: Self-Assessment as Reflection

Abstract

Self-assessment, as the independent judgment of the learner on their own competencies or achievements, ideally based upon self-determined criteria (Kleppin, 2005, p. 107), aims at raising the learner’s awareness of their strengths and progress within the language learning process and is therefore crucial in autonomization processes. Beside self-assessment of language proficiency, self-assessment of learning competences and competences for autonomy should be integrated into the language learning process. However, since autonomy is a complex and fluctuating construct, it is advisable to encourage self-assessment with qualitative and dynamic tools which allow learners to reflect on their competences and goals at different times of the learning process and with different focuses. The dynamic model for autonomy (Tassinari, 2010, 2015) was conceived to describe autonomy in its complexity and to support reflection. In this contribution, I will briefly describe the dynamic model and illustrate a procedure for self-assessment and reflection in self-directed learning contexts.