Second Language Student Placement through Self-Assessment.

Autor/in	LeBlanc, Raymond
Titel	Second Language Student Placement through Self-Assessment.
Quelle	(1985), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Applied Linguistics; College Second Language Programs; English (Second Language); Foreign Countries; French; Higher Education; Language Tests; Program Effectiveness; Questionnaires; Self Evaluation (Individuals); State Universities; Student Placement; Test Use; Test Validity + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Französisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language test; Sprachtest; Fragebogen; Staatliche Universität; Schülerpraktikum; Testanwendung; Testvalidität
Abstract	Research suggests that the learner is the only one who knows, intuitively, the relationship between the objectives of the evaluation and his or her actual knowledge at any given time. Experience shows that students use some form of self-assessment in the normal classroom setting. The University of Ottawa's Centre for Second Language Learning undertook a system of student placement by self-assessment that was initially designed to answer three questions: (1) whether first-year university students could assess their second language performance by way of a questionnaire; (2) what constituted an effective questionnaire; and (3) what the real effects of using a self-assessment questionnaire would be. The first issue was addressed by comparing first-year student questionnaire responses with standardized proficiency test results. It was found that the students were capable of evaluating their performance. The second question was addressed by comparing responses to two questionnaires, differing in format and in situational emphasis. Results supported using questions linked to students' actual situations. The third question was addressed by examining placement changes to assess the questionnaire's predictive value. Results showed fewer placement changes using the self-assessment approach. Based on these findings and practical considerations, the questionnaire has been adopted as the sole placement instrument. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC