Abstract
The present ongoing study aims to bring to light deeper insights into student self-assessment in the first and second language acquisition. By exploring high school students’ perceptions and their eventual past self-assessing practicums, the study provides more meaningful information concerning the ways students perceive, consider, and develop their self-assessment skills in L1 and L2 classes and, to what degree should it be constitutive to the general teacher assessment. The findings based on the data collected through a questionnaire are indicate various important references in terms of three but not limited to key foci: whether self-assessment will have an impact on increasing student learning productivity and critical thinking; what language learning areas would the students be expected to perform the self-assessment; and, the ways and hows the students would interact in their L1 and L2 self-assessment. The study also investigates the degree of students’ self-belief about student self-assessment, will highlight how much would they be ‘fair’ and ‘just’ in their self-assessment, and will address the sources of the student self-assessment. The general results of the study are used to discuss the potential of the student self-assessment sector to invigorate their capacities and competencies in building sustained knowledge.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Student Self-Assessment, L1 and L2 Language Classes, Learning Productivity
