Perspectives: Classroom Self-Assessment - A Pilot Study

Student self-assessment is of great interest to teachers who want their students
to take more responsibility for learning by judging their own progress. This
exploratory study compares self assessment, teacher assessment and peer
assessment in a Japanese university EFL class. Nineteen students gave oral
presentations and each student rated her own performance in terms of eight
categories (loudness, eye contact, etc.). The other students also assessed the
talk, as did the teacher. The three types of assessment scores were added, averaged
and then compared. The results suggest that student and teacher assessment
scores were similar and the scores of the higher profiCiency students were more
similar to the teacher scores than the lower proficiency students' scores. There
was no difference in the way the male and female students judged themselves,
and the self-assessment scores tended to be similar to the teacher scores.