This study examines the effectiveness of utilizing self-assessment activities in English discussion classes, specifically exploring their interaction with the assessment provided by the instructor.Self-assessment activities are an effective means of communicating instructional objectives to learners and promoting autonomous learning within the classroom.However, as such activities are typically utilized in concert with instructor-assessment, their efficacy must be examined in the context of this dynamic, symbiotic relationship.The self-assessment data of 54 freshmen university students was collected and analyzed in comparison to the assessments provided by the instructor.The results show significant differences between instructor-and learner-assessments.Assessment congruence did not significantly vary over time, as learners increased their familiarity with self-assessment activities, nor did the focus of assessment substantially impact congruence.While self-assessment can be a useful complement to instructional feedback, questions remain regarding the most effective means of implementing autonomous learning strategies in the foreign language classroom.
Singh Shalvin (Tue,) studied this question.