Learning to learn: Self-assessment techniques in the English classroom
DOI:
https://doi.org/10.58265/pulso.4970Keywords:
Gender based violence. Gender identity. Children´s drawing. Graphical representation, Gender Based Violence, Gender Identity, Children´s Drawing, Graphical Representation, EducationAbstract
The Common European Framework of Reference (2001) positions the student in the centre of the learning process and favours responsibility and autonomy as its core elements. Self-assessment is regarded as an essential part of this process since it establishes the guidelines to be followed and the objectives that have already been achieved. However, although it is undeniably accepted that self-assessment techniques should be used in the classroom, it is not stressed enough and neglected as the aim of future research. The present paper aims to analyse the use of different self-assessment techniques in an actual English class (pre-intermediate or B1 level according to the can-do statements of the Common European Framework) and their real usefulness in the learning process of the twenty-five university students who took part in this study.
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References
COUNCIL FOR CULTURAL CO-OPERATION (eds.) (2001): Common European Framework of reference for languages: learning, teaching, assessment. Cambridge, Cambridge University Press.
HOLLEY, G. y METCALF, R. (2003): Framework A2. London, Richmond Publishing.
KAGAN, S. (1992): Cooperative learning. California, California Department of Education.
MAÍZ, C. Y MELCHOR, C. (2005): “Interaction and production in oral projects at two different but close levels: the role of personal motivation”. Panorama de las lenguas en la enseñanza superior. Actas del IV Congreso de ACLES. Madrid, Universidad Antonio de Nebrija (en prensa)
MAÍZ, C. (2008): “Peer-assessment in the ESL classroom: a practical project”. Porta Linguarum, 9, 127-138.
OSKARSSON, M. (1980): Approaches to self-assessment in foreign language learning. Oxford, Pergamon.
OXENDEN, C. y LATHAN-KOENING, C. (2003): English File Intermediate. Oxford, Oxford University Press.
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