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Student Self-Assessment in the Foreign Language Classroom: The Place of Authentic Assessment Instruments in the Spanish Language Classroom
Abstract
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.
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In the citing paper
“several scholars have shown that self-assessment practices in the language classroom lead to student involvement in the learning process, learner autonomy, increased”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Geeslin, 2003
In the citing paper
“several scholars have shown that self-assessment practices in the language classroom lead to student involvement in the learning process, learner autonomy, increased”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Geeslin, 2003
In the citing paper
“several scholars have shown that self-assessment practices in the language classroom lead to student involvement in the learning process, learner autonomy, increased”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Geeslin, 2003
In the citing paper
“several scholars have shown that self-assessment practices in the language classroom lead to student involvement in the learning process, learner autonomy, increased”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Geeslin, 2003
In the citing paper
“During the last decade shifts in language teaching and learning have been addressing the need to implement learner-centred environments, moving from a teachercentred style to a learner-centred one (Geeslin, 2003;Tudor, 1996).”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Geeslin, 2003
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Citations
Cited by
Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569
Metadata
- Authors
- Geeslin, K. L.
- Corresponding author
- Geeslin, Kimberly L.
- ORCID
- Geeslin, Kimberly L.
- Venue
- Hispania
- Publisher
- JSTOR
- Published
- 2003-12-01
- Volume
- 86
- Issue
- 4
- Pages
- 857
- ISSN
- 0018-2133 (ISSN-L)
- OpenAlex
- W2017246750
- Cited by
- 31
- References
- 0
- Citations by year
- 2025: 1 · 2024: 4 · 2023: 1 · 2022: 2 · 2020: 1 · 2019: 1 · 2018: 1 · 2017: 2 · 2015: 3 · 2014: 2 · 2013: 3 · 2012: 2
- FWCI
- 1.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Hispania (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- student self-assessment, authentic assessment, Spanish language teaching, self-assessment rubric, student-centered learning, portfolio assessment, student participation, student responsibility
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