This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Ross, S. Search for Related Content Social Bookmarking                         What's this?

Self-assessment in second language testing: a meta-analysis and analysis of experiential factors

Kwansei Gakuin University, z95001Kksc.kwansei.ac.jp

Self-assessment has been used widely in language testing research, but has produced variable results. In many quarters self-assessment is considered a viable alternative to formal second language assessment for placement and criterion-referenced interpretations, although variation in self-assessment validity coefficients suggests potential difficulty in accurate interpretation. This article first summarizes the research literature with the use of a formal meta-analysis conducted on 60 correlations reported in the second language testing literature. These are the basis for estimates of median effect sizes for second language speaking, listening, reading and writing tests. The second phase of the study is an empirical analysis of the validity of a self-assessment instrument. 236 ‘just-instructed’ English as a foreign language learners completed self-assessments of functional English skills derived from instructional materials and from general proficiency criteria. The learners’ teachers also provided assessments of each of the 236 learners. The criterion variable was an achievement test written to assess mastery of the just-completed course materials. Contrastive multiple regression analyses revealed differential validities for self-assessment compared to teacher assessment depending on the extent of learners’ experience with the language skill self-assessed.

Language Testing, Vol. 15, No. 1, 1-20 (1998)
DOI: 10.1177/026553229801500101


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				S. Sinharay, D. E. Powers, Y. Feng, L. Saldivia, A. Giunta, A. Simpson, and V. Weng Appropriateness of the TOEIC(R) Bridge test for students in three countries of South America Language Testing, October 1, 2009; 26(4): 589 - 619. [Abstract] [PDF]

				Y. In'nami and R. Koizumi A meta-analysis of test format effects on reading and listening test performance: Focus on multiple-choice and open-ended formats Language Testing, April 1, 2009; 26(2): 219 - 244. [Abstract] [PDF]

				S. Matsuno Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms Language Testing, January 1, 2009; 26(1): 075 - 100. [Abstract] [PDF]

				B. Lorenzen and L. L. Murray Bilingual Aphasia: A Theoretical and Clinical Review Am J Speech Lang Pathol, August 1, 2008; 17(3): 299 - 317. [Abstract] [Full Text] [PDF]

				D. Little The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process Language Testing, July 1, 2005; 22(3): 321 - 336. [Abstract] [PDF]

				V. Malabonga, D. M. Kenyon, and H. Carpenter Self-assessment, preparation and response time on a computerized oral proficiency test Language Testing, January 1, 2005; 22(1): 59 - 92. [Abstract] [PDF]

				M. Patri The influence of peer feedback on self- and peer-assessment of oral skills Language Testing, April 1, 2002; 19(2): 109 - 131. [Abstract] [PDF]

				M. J. Bergee and L. Cecconi-Roberts Effects of Small-Group Peer Interaction on Self-Evaluation of Music Performance Journal of Research in Music Education, January 1, 2002; 50(3): 256 - 268. [Abstract] [PDF]