Abstract
Language learning and teaching are no longer aimed at developing learners’ linguistic skills only. Nowadays, in order to promote language learning as a life-long process, the growing impact in language classroom is placed on non-linguistic aspects, such as motivation or learner autonomy. The latter can be fostered in the classroom by means of alternative assessment methods, such as portfolio, project, observation, and peer-assessment. The research presented in the article aims to investigate whether and to what extent the applied assessment method affects one aspects of learner autonomy, namely the learners’ ability to evaluate their own learning process. The research is based on methodological triangulation comprising both quantitative and qualitative data elicitation tools. The applied methodology helped to obtain a comprehensive picture of the impact language assessment exerted on the dependent variable and analyse the results from a number of perspectives.
Highlights
Self-assessment and selfreflective skills have become a key element of foreign language learning and teaching as a result of language policy advocated by the Common European Framework of Reference (2001)
Qualitative instruments revealed an emergence of diverse autonomous behaviours as a result of implementing new assessment tools
Some elements of the applied assessment methods failed, but it must be remembered that it was probably the first time the learners had been engaged in the processes of setting their own assessment criteria and self-assessment
Summary
Self-assessment and selfreflective skills have become a key element of foreign language learning and teaching as a result of language policy advocated by the Common European Framework of Reference (2001). Assessment is an important element of classroom procedure as it both serves as feedback on learners’ performance and provides insights into the effectiveness of the teaching practice. Traditional tests tend to focus on highly theoretical knowledge, whereas unconventional assessment methods attend to communicative language competence, comprising grammatical and strategic, discoursal and sociolinguistic elements.
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