264 / 2018-08-31 21:07:36

Students' self-assessment and teacher assessment on the CSE's can-do statements

CSE, self-assessment,,teacher assessment

全体主题 > 语言能力标准在教学和测试中的应用

This presentation reports a study about self-assessment of high school students on the CSE’s can-do statements. This study makes a comparison between students’ self-assessment on the can-do statements of reading scales and their teacher’s assessment based on their usual reading proficiency in order to verify the accuracy of high school students’ self-assessment. Additionally, the factors that may influence a learner’s self-assessment and the suggestions for self-assessment on the CSE’ can-do statements will be discussed. Participants involve: 30students selected randomly from two classes of Grade two, and one experienced teacher who teaches English in the two classes, being familiar with these students’ proficiency. The study assumed that:
1. Inconsistency will occur between students' self-assessment and teacher's assessment.
2. Those students who have higher reading proficiency will have higher scores on self-assessment.
Both quantitative and qualitative methods are carried out in the study, following four steps:
1. Students evaluate their own English reading proficiency on the CSE’s can-do statements, using a 5-point Likert scale.
2. Based on students’ usual performance, the teacher also uses a 5-point Likert scale to assess students’ reading proficiency on the CSE's can-do statements.
3. Compare between these data and find the similarities or differences.
4. Conduct in-depth interviews with students whose self-assessment results are inconsistent with the teacher's.
Still, the data from this study are under analysis. It is expected that the study will provide implications for students, teachers and the CSE:
1. For students themselves, the ability of self-assessment will be improved.
2. For teachers, the enlightenment to English teaching of reading can be obtained.
3. For CSE validation, more evidence can be collected.