Pedagogical implications and applications of self-assessment are discussed in this paper. Significant correlations were apparent, indicating that learners assessed their listening skills fairly accurately and precisely. Participants (n = 63) were given a self-assessment questionnaire which is founded upon the components of AL presented by Aryadoust and Goh, and a test of academic listening developed by English Testing Service (ETS) subsequently, their performance on both measures were found to be correlated. Following Aryadoust and Goh (2011), AL was defined as a multi-componential construct including cognitive processing skills, linguistic components and prosody, note-taking, rating input to other materials, knowledge of lecture structure, and memory and concentration. The validity of an assessment tool is the. This article describes the relationship between students’ self-appraisals and their performance on a measure of academic listening (AL). The reliability of an assessment tool is the extent to which it consistently and accurately measures learning. Language self-appraisal (or self-assessment) is a process by which students evaluate their own language competence.
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