Abstract
A very important element of formative assessment is giving and receiving feedback. However, most teachers face difficulty in giving students feedback due to various reasons, such as the large number of students in class that makes it time consuming for them to do so. Fortunately, students themselves can be excellent sources of feedback through self-assessment, through which the students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning. Self-assessment can also be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others. This conceptual paper thus seeks to explore the potentials of using self-assessment in English language learning. In this paper, the concept and underlying principles of self-assessment will be introduced. Next, the review of past studies on self-assessment in the context of teaching and learning English as a second or English as a foreign language (ESL/EFL) will be explained. Later, the advantages and disadvantages of using self-assessment in the classroom will be discussed. In the final section, recommendations will be given for the implementation of self-assessment in learning English as a second language (ESL) classrooms.
Highlights
In a typical modern classroom setting in many countries that regard English as a second language (ESL) class can take up to 30 to 40 students, and it is very difficult for English teachers to assess all their students’ work in the classroom
Self-assessment can be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others
There are questions on the credibility of students in assessing themselves such as “are the students competent enough to assess their own learning?” and “are the rubrics given sufficient, adequate and clear for the student to use in their self-assessment?” In addition, according to Adams and King (1995), from the perception of many ESL/EFL students, especially those who adhere by the eastern cultures, they might place the teachers as the sage of the stage who should be responsible for conducting lessons, marking and assessing their work
Summary
In a typical modern classroom setting in many countries that regard English as a second language (ESL) class can take up to 30 to 40 students, and it is very difficult for English teachers to assess all their students’ work in the classroom. This has been a problem in such settings and attention needs to be given due to the importance of feedback and assessment in monitoring learning especially in learning a second language. This paper discusses the underlying principles behind self-assessment and the elements that are involved in effective self-assessment and connect self-assessment to language learning; describes the concept of self-regulated learning and Krashen’s Monitor model in relation to self-assessment; reviews past studies regarding self-assessment; identifies the advantages and disadvantages of using self-assessment; and lastly, provides some recommendations on using self-assessment for the Malaysian ESL/EFL classroom
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