On-Task versus Off-Task Self-Assessments among Korean Elementary School Students Studying English

Autor/inn/en	Butler, Yuko Goto; Lee, Jiyoon
Titel	On-Task versus Off-Task Self-Assessments among Korean Elementary School Students Studying English
Quelle	In: Modern Language Journal, 90 (2006) 4, S.506-518 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2006.00463.x
Schlagwörter	Observation; Elementary School Students; Validity; Achievement Tests; Self Evaluation (Individuals); FLES; Student Attitudes; Personality; English (Second Language); Elementary Education; Audiolingual Skills; Context Effect; Second Language Learning; Student Evaluation + Suchen Sie Ihr Suchwort? Beobachtung; Gültigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülerverhalten; Personalität; English as second language; English; Second Language; Englisch als Zweitsprache; Elementarunterricht; Zweitsprachenerwerb; Schulnote; Studentische Bewertung
Abstract	This study examined the validity of Korean students' self-assessments of their oral performance in English in a Foreign Language at the Elementary School (FLES) level. We examined the validity of 2 types of assessments: an off-task self-assessment and an on-task self-assessment. The off-task assessment asked students to evaluate their overall performance in a general and somewhat decontextualized way. The on-task self-assessment asked students to self-evaluate their performance immediately after they completed their English tasks. The results of the 2 types of self-assessments were compared both with the students' general proficiency test scores and with their teachers' assessments based on classroom observation. The results indicate that if self-assessments are administered in an on-task format, students can self-assess their oral performance more accurately than they can in an off-task format. It was also found that the on-task self-assessment was generally less influenced by student attitude/personality factors than was the off-task self-assessment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10