Self-assessment and placement tests – a worthwhile combination?
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Maike Engelhardt is the director of the Language Center at Carl von Ossietzky Universität Oldenburg.
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Joanna Pfingsthorn is a lecturer and research associate at the Institute of English and American Studies at the University of Oldenburg. She is currently working as a substitute professor at the Department of English Speaking Cultures at the University of Bremen.
Abstract
Modern socio-cognitive and meaning-oriented approaches to foreign language teaching emphasize the role of learner autonomy, which involves being aware of and responsible for one's own ways of learning as well as the utilization of one's own strengths and work on weaknesses (van Lier 1996). Allowing learners to perform self-assessment can provide a means to promote autonomy as it fosters the understanding of the learning process and its goals (Jacobs and Farell 2003). Although some studies reveal a pattern of correlations between self-assessment and a range of external assessment criteria (e.g. Oscarson 1984, 1997, 1998), and indicate that self-assessment can be applied in situations traditionally reserved for standardized assessment (e.g. LeBlanc and Painchaud 1985), the exact role of self-assessment, its validity and instrumentality for placement purposes remains relatively unexplored. This study aims to evaluate the predictive power of self-assessment based on global CEFR “can do” descriptors in the context of a university language center placement test.
About the authors
Maike Engelhardt is the director of the Language Center at Carl von Ossietzky Universität Oldenburg.
Joanna Pfingsthorn is a lecturer and research associate at the Institute of English and American Studies at the University of Oldenburg. She is currently working as a substitute professor at the Department of English Speaking Cultures at the University of Bremen.
©[2013] by Walter de Gruyter Berlin Boston
Artikel in diesem Heft
- Masthead
- The Common European Framework of Reference for Languages and the European Language Portfolio: Some history, a view of language learner autonomy, and some implications for language learning in higher education
- The CEFR and the dynamics of second language learning: trends and challenges
- Adaptation of the CEFR to remedial English language education in Japan
- Applying the writing scales of the Common European Framework of Reference for Languages to the new HSK test of proficiency in Chinese: Realities, problems and some suggestions for Chinese language teachers and learners
- Self-assessment and placement tests – a worthwhile combination?
- Oral proficiency teaching with WebCEF and Skype: Scenarios for online production and interaction tasks
- Test di ingresso e validità. Proposte per un miglioramento della performance del placement di Italiano L2/LS per studenti ispanofoni
- Re-conceptualizing the ELP as a Web 2.0 Personal Language Learning Environment
- The role of the syllable in foreign language learning: Improving oral production through dual-coded, sound-synchronised, typographic annotations
- Designing ICT-enhanced language programmes: Academic writing for postgraduate studies
- The flowering of EAP/ESP: Customised support for the development of communicative competence in writing in the disciplines
- Asiakaspalvelua vieraalla kielellä: Riittääkö, että on kohtelias ja osaa joitain fraaseja?
- Towards a standardised qualification for primary school teachers of English as a foreign language: The experience of Parma (Italy)
Artikel in diesem Heft
- Masthead
- The Common European Framework of Reference for Languages and the European Language Portfolio: Some history, a view of language learner autonomy, and some implications for language learning in higher education
- The CEFR and the dynamics of second language learning: trends and challenges
- Adaptation of the CEFR to remedial English language education in Japan
- Applying the writing scales of the Common European Framework of Reference for Languages to the new HSK test of proficiency in Chinese: Realities, problems and some suggestions for Chinese language teachers and learners
- Self-assessment and placement tests – a worthwhile combination?
- Oral proficiency teaching with WebCEF and Skype: Scenarios for online production and interaction tasks
- Test di ingresso e validità. Proposte per un miglioramento della performance del placement di Italiano L2/LS per studenti ispanofoni
- Re-conceptualizing the ELP as a Web 2.0 Personal Language Learning Environment
- The role of the syllable in foreign language learning: Improving oral production through dual-coded, sound-synchronised, typographic annotations
- Designing ICT-enhanced language programmes: Academic writing for postgraduate studies
- The flowering of EAP/ESP: Customised support for the development of communicative competence in writing in the disciplines
- Asiakaspalvelua vieraalla kielellä: Riittääkö, että on kohtelias ja osaa joitain fraaseja?
- Towards a standardised qualification for primary school teachers of English as a foreign language: The experience of Parma (Italy)
