SELF-ASSESSMENT AS AN ALTERNATIVE ASSESSMENT METHOD IN LANGUAGE LEARNING

Abstract

This article explores the role of self-assessment as a key component of alternative assessment methods within the classroom setting. Assessment, as defined by Brown (2001) and Katz (2012), is a deliberate process of gathering and analyzing data to evaluate learner performance and inform instructional decision-making. While summative assessment focuses on formal, time-bound evaluations at the conclusion of learning, formative assessment—also known as alternative assessment—takes place during the learning process, providing ongoing feedback to enhance student progress.

A significant aspect of alternative assessment is self-assessment, which involves students reflecting on their work, comparing their performance to established goals, and revising accordingly (Andrade, 2010). This article outlines the steps of self-assessment, including articulating expectations, critiquing performance, and revising based on feedback. Additionally, it highlights specific self-assessment tasks for various language skills, such as listening, speaking, reading, writing, and pronunciation, as proposed by Brown (2001). The article additionally identifies various types of self-assessment, such as evaluations of specific performances, overall abilities, goal-setting, and socio-affective aspects.

By fostering metacognitive awareness and learner autonomy, self-assessment enhances students' ability to take ownership of their learning and improve their performance. This article underscores the importance of integrating self-assessment into classroom practice as an effective tool for both teachers and learners to monitor progress, identify areas for development, and achieve educational goals.