Explicit reflection, evaluation, and assessment in the autonomy classroom

Abstract

This paper stresses the importance of reflection permeating not only language classrooms in general, but classrooms where learner autonomy is being developed, in particular (cf. the ‘autonomy classroom’). This implies that awareness-raising and evaluative practices should become recurrent and day-to-day activities as part of the learning process. The aim of the paper is to provide teachers with arguments and tools for involving learners actively and systematically in these practices. The various methodological steps taken in this connection are exemplified by classroom data. Quotations from learners’ logbooks illustrate their systematic involvement in these procedures. In addition, the validity of learner-based evaluations is underlined by providing data from a small-scale self-assessment experiment.

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