Abstract The present paper focuses on how the use of ELP can improve student ability to self-assess linguistic competence, and while being tested to evaluate linguistic performance. Central to the ELP is the concept of self-assessment; in the Passport learners are asked to assess their own proficiency; in the Bibliography they are given useful hints to set goals, which will enable them to assess regularly their own progress; in the Dossier they are demanded to select relevant material to document and illustrate achievements and experiences. The increased attention to learner- centred curriculum, needs analysis and learner autonomy, have proved importance of self- assessment in testing and assessment. But do learners have the ability to provide a valid contribution to the assessment of their performance= If yes, how do they proceed in this steep pathway? They certainly do, but they need some proper planning and monitoring, some concrete help, and what better than interaction and collaboration with their teachers through Portfolio? As pointed out by David Little and Radka Perclovà in the ELP guide for teachers and teacher trainers, introducing learners to self-assessment should be done gradually. Teachers must contribute to shape the student learning process, guiding and supporting learners from self-direction towards thoughtful evaluation. To be able to validly assess themselves, learners need to do it regularly and methodically, which means to check how they are performing in the learning process, what they can do and how well they can do it, and to know exactly what they are supposed to assess. The aim of this paper is first to discuss how teacher-learner interaction perspective, based on sharing and negotiating learning objectives, can emphasize the relevance of self-assessment, developing formative assessment, as a moment of self-reflection, useful to process motivation and autonomy. Secondly, I will direct my attention to how learner responsibility will be increased by developing a criterion-referenced approach to evaluation.

Leonzini, L., 1. Leonzini Luisella (2008). Enhancing self-assessment in language testing through Portfolio in T. Vogel, R. Satchell, A. Moravclkova, (eds.), Language Centres at Universities: Crossing Bridges, Integrating Cultures. Papers from the 9th Cercles Conference, Frankfurt/Oder, 28-30 September 2006. pp. 45-66. CERCLES, ISBN 978-3-00-025322-5, in Thomas Voge, T. V., Satchell Alzbeta Morazikov, S. A. M. (ed.), Crossing Bridges, Integrating Cultures. Papers from the 9th Cercles Conference, Frankfurt/Oder, 28-30 September 2006, Universitat Gottingen, Gottingen 2008: 2008 1- 319 [http://hdl.handle.net/10807/123155]

1. Leonzini Luisella (2008). Enhancing self-assessment in language testing through Portfolio in T. Vogel, R. Satchell, A. Moravclkova, (eds.), Language Centres at Universities: Crossing Bridges, Integrating Cultures. Papers from the 9th Cercles Conference, Frankfurt/Oder, 28-30 September 2006. pp. 45-66. CERCLES, ISBN 978-3-00-025322-5

Leonzini, Luisella
Primo
2008

Abstract

Abstract The present paper focuses on how the use of ELP can improve student ability to self-assess linguistic competence, and while being tested to evaluate linguistic performance. Central to the ELP is the concept of self-assessment; in the Passport learners are asked to assess their own proficiency; in the Bibliography they are given useful hints to set goals, which will enable them to assess regularly their own progress; in the Dossier they are demanded to select relevant material to document and illustrate achievements and experiences. The increased attention to learner- centred curriculum, needs analysis and learner autonomy, have proved importance of self- assessment in testing and assessment. But do learners have the ability to provide a valid contribution to the assessment of their performance= If yes, how do they proceed in this steep pathway? They certainly do, but they need some proper planning and monitoring, some concrete help, and what better than interaction and collaboration with their teachers through Portfolio? As pointed out by David Little and Radka Perclovà in the ELP guide for teachers and teacher trainers, introducing learners to self-assessment should be done gradually. Teachers must contribute to shape the student learning process, guiding and supporting learners from self-direction towards thoughtful evaluation. To be able to validly assess themselves, learners need to do it regularly and methodically, which means to check how they are performing in the learning process, what they can do and how well they can do it, and to know exactly what they are supposed to assess. The aim of this paper is first to discuss how teacher-learner interaction perspective, based on sharing and negotiating learning objectives, can emphasize the relevance of self-assessment, developing formative assessment, as a moment of self-reflection, useful to process motivation and autonomy. Secondly, I will direct my attention to how learner responsibility will be increased by developing a criterion-referenced approach to evaluation.
Inglese
Crossing Bridges, Integrating Cultures. Papers from the 9th Cercles Conference, Frankfurt/Oder, 28-30 September 2006
978-3-00-025322-5
Universitat Gottingen
2008
Leonzini, L., 1. Leonzini Luisella (2008). Enhancing self-assessment in language testing through Portfolio in T. Vogel, R. Satchell, A. Moravclkova, (eds.), Language Centres at Universities: Crossing Bridges, Integrating Cultures. Papers from the 9th Cercles Conference, Frankfurt/Oder, 28-30 September 2006. pp. 45-66. CERCLES, ISBN 978-3-00-025322-5, in Thomas Voge, T. V., Satchell Alzbeta Morazikov, S. A. M. (ed.), Crossing Bridges, Integrating Cultures. Papers from the 9th Cercles Conference, Frankfurt/Oder, 28-30 September 2006, Universitat Gottingen, Gottingen 2008: 2008 1- 319 [http://hdl.handle.net/10807/123155]
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10807/123155
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