During the spring semester, an action research study examining background student knowledge of specific grammar and vocabulary points using pre- and post-assessments was conducted by the authors/instructors (herein authors). Initially the aim of these assessments was formative; to inform the authors of students' background knowledge, allowing them to modify teaching plans. However, the focus was shifted away from formative towards student self assessment and reflection, allowing students to self-diagnose and evaluate their future learning needs, with the goal of positively influencing confidence and motivation. This paper will focus on primarily the modified portion of the study-covering a literature review, the assessment methodology and outcomes, and future modifications to be taken in the following semester. The results for this limited study of only 20 students reveals that there does seem to be a correlation between the self-awareness that students gain from pre- and post-assessments and their confidence and motivation. The authors are inclined to believe that providing informal, non-scored assessments may have a positive effect on student’s motivation both inside and outside the classroom.
Rose et al. (Mon,) studied this question.
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