Page 26 - The SpeakTeach method - Esther de Vrind

Chapter 2. Pilot study
Assessment
Summative
Formative
External standard
Internal standard
Evaluation
Evaluation + plan for improvement + request for assistance
One-to-one situations
Regular classroom- settings
Figure 3: Positioning of the self-evaluation procedure 1
The use of student self-evaluation is not new. However, we have developed a specific approach in which both the quality of the adaptive feedback to the students and the practicality for the teacher can be improved. Figure 3 shows how we position our specific use of self-evaluations with respect to other approaches to self-evaluation.
Self-evaluations can be used at the end of the learning process to determine whether an individual has reached the targets (summative). However, this self-evaluation procedure is designed for evaluation during the phase of practising speaking skills in order to adapt the teaching (formative).
Moreover, unlike most uses of evaluation forms, such as rubrics, this self-evaluation procedure seeks to elicit the student’s own subjective internal standards. The aim is not that students should be able to assess themselves accurately (e.g. Ross, 1998), but to gain insight into their assessment of themselves, so that lessons can be geared to the current level and degree of self-regulation of individual students.
The self-evaluation covers various linguistic aspects of language, such as grammar, vocabulary, pronunciation and fluency, as well as communicative competence: getting the message across. These aspects were borrowed from the CEFR though, for the sake of simplicity, we brought coherence, pragmatism and interaction together under the heading ‘message’ to avoid unnecessary confusion of concepts. After all, this study was not really
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