Microsoft Word language assessment theory with practice

(iii) Self-assessment 
A key element of formative assessment is frequent tailor-made 
feedback. Most teachers, however, often do not have enough time to give all 
students the feedback they need when they need it (Andrade, 2008). 
Therefore, self-assessment, in which learners make evaluative judgements 
about their achievements in relation to unit goals or outcomes (Ayas et al., 
2020), has become one of the most popular formative assessment tools in 
the educational system in recent years (Han & Fan, 2020). Research shows 
that when teachers make sure that their students understand the learning 
objectives and assessment criteria, self-assessment practices provide 
valuable, accurate information and help students foster learner autonomy, 
self-regulation and life-long learning (Andrade, 2008; Han & Fan, 2020). 
What is more, learners who are given the opportunity to reflect on their 
work and monitor their actions show faster and more significant 

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Assessment of Language Skills: Productive Skills
177 
improvement than those who are not taught self-evaluation (Fontana & 
Fernandes, 1994; Frederikson & White, 1997). Research also shows that 
students with learning disabilities who are taught self-monitoring practices 
perform better in their productive task activities (McCurdy & Shapiro, 1992; 
Sawyer et al., 1992). 
Checklists, open-ended questions, games, Kahoot or Likert scales as 
the one given in Example 3 can be used to assist students with their 
reflections.
Example 3a: Self-Assessment Likert Scale Sheet 
Level: 
A1 (Grade 5) [Note: Self-assessment can be used with students of all ages 
and proficiency levels] 
Topic: 
My Town 
*Being able to tell the location of things, people, buildings 
*Asking and giving directions 
Aim(s): 
*To check whether or not students use grammatically correct affirmative, 
negative and interrogative statements in the required tenses (e.g., Simple 
Present Tense) 
*To uncover whether or not students use the appropriate vocabulary 
items
*To probe students’ use of propositions
*To investigate whether students ask and give directions appropriate for 
the context in which they find themselves
Type of 
activity: