The effects of self-assessment among young learners of English

Yuko Goto Butler · Jiyoon Lee

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Student Assessment and Feedback EFL/ESL Teaching and Learning Educational and Psychological Assessments

Abstract

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.

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2019Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning 2017Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis.2015Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom 2020A meta-analysis of self-assessment and language performance in language testing and assessment

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