Student Self-Assessment in the Foreign Language Classroom
The Place of Authentic Assessment Instruments in the Spanish Language Classroom
Bibliographic Data
| ID | 9873114 |
|---|---|
| Authors | Kimberly L Geeslin (0000-0002-0144-4127, corresponding author) |
| Year | 2003 |
| Volume | 86 |
| Issue | 4 |
| Pages | 857 |
| Publication date | 2003-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/20062958 |
| OpenAlex | W2017246750 |
| Language | EN |
| Citations received | 3 |
| References cited | 8 |
Recent research on the teaching and learning of Spanish shows an increased focus on student-centered learning environments and corresponding methods of evaluation. Such renovations encourage students to take responsibility for learner outcomes and to individualize goals and tasks. The implementation of student self-assessment is an important mechanism through which learners interact with instructors and develop the requisite introspective skills to evaluate their own progress. Self-assessment rubrics can be applied to student activities such as class participation, long-term projects and portfolios with varied content. In addition to an increased clarity of instructor expectations, such methods improve student outcomes by delineating clear paths toward progress. Instructors of Spanish can adapt student self-assessment methods to meet individual pedagogical needs for a variety of levels of instruction
Foreign language · Language assessment · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Second Language Learning and Teaching
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| Unique citing works | 3 |
|---|---|
| Citations per year | 0.43 |
| Citation span | 2019 - 2024 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |