Developing Self-assessment To Promote Autonomous Learning

Investigations and research have shown that in very recent years, there has been a growing interest in the application of testing procedures that are totally different from traditional forms of assessment. More authentic forms of measurement have become increasingly popular in the foreign language classes. These forms of assessment are more student centred in that, in addition to being an assessment tool, they provide the students with a tool to be more involved in their process of learning, and give them a better sense of control of their own achievement. This paper, we will show how (self-assessment) can allow time for the student to further develop as an effective learner, over time, gaining proficiency in the range of learning skills most appropriate to his / her own context. It is true that many students may not at first feel comfortable with self-evaluation, thinking that it is the job of the teacher to evaluate. However, it is our strong belief that students cannot grow as active learners if they are not able to assess their own abilities and progress and set a path for future learning. Students need to be taught the strategy of self-assessment explicitly and to be supported in their use of the strategy. The greatest value of self- assessment is that, in building it, students become active participants in the learning process and its assessment. We also believe that promoting this new vision to assessment will hopefully engender a dynamic pedagogy where the students are actors of their training and the educational team is a support, a guide and adviser which accompany them all along their academic training.