L2 Learner Self-Assessment (SA): Theory and Applications in College ESL ProgramsBrett Reynolds & Lara McInnisCALL Conference 2010

Agenda

1. Background & Overview

2. SA in College ESL/EAP Programs

3. SA in College Programs, Non-ESL

4. SA in ESL/EFL Internationally

5. College ESL Teacher Survey: Why is SA used or

avoided?

6. Implementation of SA in ESL Programs, Courses

and Lessons

7. Questions & Discussion

Background & Overview

What Self-Assessment is/isn’t to us:• a way of measuring one’s own competency or

progress in a particular language • introspection with an objective guideline (“can

do” statements, performance indicators and exemplars)

• It isn’t an online quiz

What led us to explore self-assessment: • Interested in the role of SA in ESL college writing

courses• Possible development of online self-assessment

tool for EAP placement (overseas)

Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

Adapted from Liang (2006)

Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Promotes learner autonomy and self-sufficiency

Adapted from Liang (2006)

1. Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Promotes learner autonomy and self-sufficiency

• Learners can notice gaps in their abilities and self-correct effectively

Adapted from Liang (2006)

1. Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Promotes learner autonomy and self-sufficiency

• Learners can notice gaps in their abilities and self-correct effectively

• Encourages noticing, critical thinking and goal-setting

Adapted from Liang (2006)

Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Promotes learner autonomy and self-sufficiency

• Learners can notice gaps in their abilities and self-correct effectively

• Encourages noticing, critical thinking and goal-setting

• motivation and active engagement in the language learning process and learner-specific goals

Adapted from Liang (2006)

Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Promotes learner autonomy and self-sufficiency

• Learners can notice gaps in their abilities and self-correct effectively

• Encourages noticing, critical thinking and goal-setting

• motivation and active engagement in the language learning process and learner-specific goals

• workload for instructors Adapted from Liang (2006)

Background & Overview

Other advantages:• Assess affective aspects• Simplified test development and administration

Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Difficult to define parameters

• Promotes learner autonomy and self-sufficiency

• Learners can notice gaps in their abilities and self-correct effectively

• Encourages noticing, critical thinking and goal-setting

• motivation and active engagement in the language learning process and learner-specific goals

• workload for instructors Adapted from Liang (2006)

Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Difficult to define parameters

• Promotes learner autonomy and self-sufficiency

• Perceived uselessness by some learners

• Learners can notice gaps in their abilities and self-correct effectively

• Encourages noticing, critical thinking and goal-setting

• motivation and active engagement in the language learning process and learner-specific goals

• workload for instructors Adapted from Liang (2006)

Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Difficult to define parameters

• Promotes learner autonomy and self-sufficiency

• Perceived uselessness by some learners

• Learners can notice gaps in their abilities and self-correct effectively

• Time consuming: time required for instructor to model and for in-class practice

• Encourages noticing, critical thinking and goal-setting

• motivation and active engagement in the language learning process and learner-specific goals

• workload for instructors Adapted from Liang (2006)

Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Difficult to define parameters

• Promotes learner autonomy and self-sufficiency

• Perceived uselessness by some learners

• Learners can notice gaps in their abilities and self-correct effectively

• Time consuming: time required for instructor to model and for in-class practice

• Encourages noticing, critical thinking and goal-setting

• Formative Assessment: Learners may

resist b/c of attitude or de-motivation

• motivation and active engagement in the language learning process and learner-specific goals

• workload for instructors Adapted from Liang (2006)

Background & Overview

Advantages of SA Disadvantages of SA

• Directly involves learner in his/her language learning plan

• Difficult to define parameters

• Promotes learner autonomy and self-sufficiency

• Perceived uselessness by some learners

• Learners can notice gaps in their abilities and self-correct effectively

• Time consuming: time required for instructor to model and for in-class practice

• Encourages noticing, critical thinking and goal-setting

• Formative Assessment: Learners may

resist b/c of attitude or de-motivation

• motivation and active engagement in the language learning process and learner-specific goals

• Summative Assessment: Problems with validity, reliability, objectivity and capacity

• workload for instructors Adapted from Liang (2006)

Background & Overview

Used for• Placement• Certification• Diagnosis• Feedback• Program Evaluation• Learner Attitude• Learner Preference (Liang, 2006)

Background & Overview

• Related theories: selective attention, noticing and awareness of language rules and form (see Schmidt, 1990)

• Schmidt (1990): “When I finally did notice the form, I began to use it.”

College ESL Teacher Survey: Why is SA used or avoided?• Informal online survey sent to ESL full- and part-

time ESL faculty at Humber• 11 respondents, 7 questions (multiple choice +

short-answer)• Sample questions:

• Have you ever used learner self-assessment practices in your ESL classroom?

• Have you ever included a self-assessment component in your students' final grades?

• Would you be interested in learning more about self-assessment practices in the ESL college classroom?

College ESL use of SA

• Self-assessment is generally viewed favourably, but…

• There is very little use of self assessment for students.

Have you ever used learner self-assessment practices in your ESL classroom ?

Is Self-Assessment beneficial for teachers and learners?

Other findings

• 0% of respondents incorporate self-assessment grades into students’ final marks

• Two respondents used the writing course’s standardized rubric/criterion sheet as a guideline for students’ self-assessment

• A few teachers mentioned “checklists” as effective self-assessment tools in writing courses

• 82% of the respondents said they were interested in learning more about self-assessment in the L2 writing classroom

Sample of comments from ESL instructors

• “I find that [SA] results are not reliable.”• “In general, I don't have a solid theoretical

background in assessment, so I would value [access to] more research in this area.”

• “I could do [SA] for grammar and writing skills. I think I would have more issues with a reading one to gauge level.”

• “Self-assessment ultimately makes students more mindful about their work.”

• “It would be interesting to see how teachers' assessments change after they see student self-assessments”

Self-Assessment Tool for EAP Speaking/Listening Task (David Cooper)

How Did I Do?Answer the following questions about your participation intoday’s conversation assignment:

Speaker Role1. With this particular topic, I a) had nothing to say; did not know what to sayb) did not need the whole time to say what I wanted to

say c) had the right amount of time to say what I wanted to

sayd) needed more time to speak; could have spoken for

longer

Self-Assessment Tool for EAP Speaking/Listening Task (David Cooper)

2. While I was speaking, I

a) could not think of any words to express my ideas

b) used words I usually use to express my ideasc) tried using some new vocabulary from the

chapter to express my ideas

d) had no problems using both familiar and new words to express my ideas

Sample checklist for summary task: advanced ESL writing course

Self Assessment in Non-ESL Programs

• Again, general agreement that self assessment is a Good Thing

• Again, very few people using it• An informal survey of teachers in the school of Liberal

Arts & Sciences turned up no users• BUT…

Self Assessment in Non-ESL Programs

Humber College Practical Nursing Program• SA used in the practicum component of a first-year

course• SA used in clinical trials and for individualized learning

plans• Framework: Quality Assurance (QA) Reflective

Practice (RP) and the College of Nurses of Ontario: Standards of Practice

• Learners participate in QA and RP by completing a self-assessment tool and initiation of a professional portfolio

• Final course grade is Satisfactory/Unsatisfactory• Some students may be asked to revise if not enough

information

• See http://www.cno.org/docs/qa/SAT_Overview.pdf• See http://www.cno.org/qa/qa_sa.htm

Self-Assessment in ESL/EFL internationally

Europe• Self assessment is widely used

• Government support• Often mandatory• Good tools

• European Framework: (CEFRL)– Language portfolio

» Language passport» Language biography» Language Dossier

Self-Assessment in Canada

Canadian Language Benchmarks• Pre-placement into LINC: How well do you use English? • “Can Do” Checklist related to everyday tasks

• If you check nearly all items, you may be appropriate for that level

• “Are you interested in assessing yourself? ? If yes, click on Self Assessment .  Please remember that this is a self assessment only.

• Based on 4-skill language functions and CLB performance indicators

• CELBAN

*Not to be confused with the 2008-2009 Research and Development project “CLB Online Self-Assessment” for reading and listeninghttp://clb-osa.ca/

5. How can we implement Self Assessment into our ESL programs, classrooms and lessons?• Can be used formatively for all levels, if modelled well, defined clearly, and practiced thoroughly

• Effective for task-based activities• Checklist approaches work well• Support from the top• Make it mandatory (preferably by mutual agreement)

but flexible• Portfolios, reflective written pieces (for high levels)• “Self-assessment scores in strong average

correlations with external assessment on receptive skills but in relative low average correlations with productive skills” (Liang, 2006)

Online EAP-Levels Self-Assessment

• Offshore reality check for prospective Humber EAP students

6. Questions & Discussion

References

Council of Europe Secretariat. (2005, December). Surveying the use of the Common

European Framework of Reference for Languages (CEFR) Draft synthesis of

results. Retrieved May 27, 2010, from Council of Europe:

www.coe.int/T/DG4/Portfolio/documents/CEFSurveyResults.doc

EQUALS-ALTE. (2005). EQUALS-ALTE ePortfolio. Retrieved May 27, 2010, from

EQUALS-ALTE ePortfolio: http://www.eelp.org/eportfolio/index.html

LeBlanc, R. & Painchaud, G. (1985). Self-Assessment as a Second Language

Placement Instrument. TESOL Quarterly, Vol. 19, No. 4, pp. 673-687

Liang, J. (2006). Overview of Self-Assessment in the Second Language Writing

Classroom. TESOL Conference. Tampa, Florida.

Little, D. (2007, February 6-8). From the Common European Framework of Reference

to the European Language Portfolio. Retrieved May 27, 2010, from Council of

Europe: http://www.coe.int/t/dg4/linguistic/Source/SourceForum07/D-

Little_handout_EN.pdf

References

Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and

application. Language Testing , 6, 1-12.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied

Linguistics, 11, 129-58.

University of Ottawa. (2009). Self-Assessment Test on Writing Comprehension: French

as a Second Language. Retrieved May 28, 2010, from University of Ottawa:

http://www.socialsciences.uottawa.ca/psy/eng/prog2_adm-test.asp