Secondary School Students' Perspectives on Self-assessment in the EFL Classroom
In a globalised society going through constant changes, future students should be able to adapt to face unexpected challenges and carry out professional tasks they have not been prepared for. This is what the European Commission understands as the competence of learning to learn (LTL; see Sala, Puni...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:249562 |
| Acceso en línea: | https://ddd.uab.cat/record/249562 |
| Access Level: | acceso abierto |
| Palabra clave: | Learning to learn Cognitive dimension Self-assessment Negotiation of assessment criteria Checklist Self-assessment grid Aprendre a aprendre Dimensió cognitiva Autoavaluació Negociació de criteris d'avaluació Llista de control Full d'autoavaluació |
| Sumario: | In a globalised society going through constant changes, future students should be able to adapt to face unexpected challenges and carry out professional tasks they have not been prepared for. This is what the European Commission understands as the competence of learning to learn (LTL; see Sala, Punie, Garkov & Cabrera Giraldez, 2020). Studies have made connections between self-assessment and learning to learn (Andrade, 2019). At an educational level, self-assessment offers a context in which this competence can be developed since it provides data collection opportunities to reflect on one's performance. However, there is still little research on how high school students perceive self-assessment. Thus, this paper aims to analyse the students' viewpoints on three self-assessment situations: the negotiation of assessment criteria, a checklist, and a self-assessment grid. Moreover, this dissertation explores students' arguments concerning the cognitive dimension of the LTL competence. Therefore, this study employs a qualitative approach with a survey questionnaire using close-ended questions and two focus group interviews. The results revealed that students consider the three self-assessment tools useful in terms of critical reflection and support to manage information effectively. Finally, students referred to aspects of the cognitive dimension of the LTL competence such as communication skills, digital technologies and the management of information. |
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