Self-Assessment versus Objective Proficiency Evaluation in English as a Foreign Language among Italian First-Year University Students — Oak Academic Publishing
Research ArticleOpen AccessGoogle Scholar indexed
Self-Assessment versus Objective Proficiency Evaluation in English as a Foreign Language among Italian First-Year University Students
Department of Education and Human Sciences, University of Modena and Reggio Emilia, Reggio Emilia, Italy
1 Department of Education and Human Sciences, University of Modena and Reggio Emilia, Reggio Emilia, Italy
The aim of this study is to investigate first-year non-English-major Italian University students’ ability to assess their English proficiency at the beginning of the academic year based on comparisons to official assessments from objective tests. One thousand and ninety freshmen’s Placement Test scores were analysed against self-ratings expressed using the CEFR self-assessment scale for Speaking, Listening, Reading and Writing skills. The objective measure was Pearson’s Versant Placement Test (VEPT), which is intended for adults and students over the age of 16 and measures facility in spoken and written English. For the self-assessment tool, we applied the table of descriptors for self-assessment from the 2020 Italian version of the Companion Volume (Council of Europe, 2020: pp. 188-190) to which a Can-Do descriptors in EFL self-assessment and the findings can be applied by both EFL learners and teachers.
Ackerman, P. L., Beier, M. E., & Bowen, K. R. (2002). What We Really Know about Our Abilities and Our Knowledge. Personality and Individual Differences, 33, 587-605. https://doi.org/10.1016/s0191-8869(01)00174-x
Alderson, J. C. (2007). The CEFR and the Need for More Research. The Modern La n guage Journal, 91, 659-663. https://doi.org/10.1111/j.1540-4781.2007.00627_4.x
Bachman, L. F., & Palmer, A. S. (1989). The Construct Validation of Self-Ratings of Communicative Language Ability. Language Testing, 6, 14-29. https://doi.org/10.1177/026553228900600104
Bailey, K. M. (1996). Working for Washback: A Review of the Washback Concept in Language Testing. Language Testing, 13, 257-279. https://doi.org/10.1177/026553229601300303
Bandura, A. (2006). Guide for Constructing Self-Efficacy Scales. In F. Pajares, & T. C. Urdan (Eds.), Self - E fficacy Beliefs of Adolescents (pp. 307-337). IAP Information Age Publishing.
Blanche, P., & Merino, B. J. (1989). Self-Assessment of Foreign-Language Skills: Implications for Teachers and Researchers. Language Learning, 39, 313-338. https://doi.org/10.1111/j.1467-1770.1989.tb00595.x
Boud, D., & Falchikov, N. (2007). Developing Assessment for Informing Judgement. In D. Boud, & N. Falchikov (Eds.), Rethinking Assessment for Higher Education: Lear n ing for the Longer Term (pp. 181-197). Taylor & Francis.
Brantmeier, C., Vanderplank, R., & Strube, M. (2012). What about Me? Individual Self-Assessment by Skill and Level of Language Instruction. System, 40, 144-160. https://doi.org/10.1016/j.system.2012.01.003
Butler, Y. G. (2016). Self-Assessment of and for Young Learners’ Foreign Language Learning. In M. Nikolov (Ed.), Assessing Young Learners of English: Global and Local Perspectives (pp. 291-315). Springer International.
Butler, Y., & Lee, J. (2010). The Effects of Self-Assessment among Young Learners of English. Language Testing, 27, 5-31. https://doi.org/10.1177/0265532209346370
Chen, Y. M. (2008). Learning to Self-Assess Oral Performance in English: A Longitudinal Case Study. Language Teaching Research, 12, 235-262. https://doi.org/10.1177/1362168807086293
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. https://rm.coe.int/1680459f97
Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessmen t. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
Council of Europe (2020). Quadro comune europeo di riferimento per le lingue: Apprendimento, insegnamento, valutazione . https://rm.coe.int/quadro-comune-europeo-di-riferimento-per-le-lingue-apprendimento-inseg/1680a52d52
Dickinson, L. (1987). Self-Instruction in Language Learning. Cambridge University Press.
European Commission, EACEA, & Eurydice (2017). Key Data on Teaching Languages at School in Europe—2017 Edition. Publications Office of the European Union.
European Commission, EACEA, & Eurydice (2023). Key Data on Teaching Languages at School in Europe—2023 Edition . Eurydice Report, Publications Office of the European Union.
Green, A. (2012). Language Functions Revisited: Theoretical and Empirical Bases for Language Construct Definition across the Ability Range. Cambridge University Press.
Falchikov, N., & Boud, D. (1989). Student Self-Assessment in Higher Education: A Meta-Analysis. Review of Educational Research, 59, 395-430. https://doi.org/10.3102/00346543059004395
LeBlanc, R., Painchaud, G., & Painchaud, G. (1985). Self-Assessment as a Second Language Placement Instrument. TESOL Quarterly, 19, 673-687. https://doi.org/10.2307/3586670
Little, D. (2005). The Common European Framework and the European Language Portfolio: Involving Learners and Their Judgements in the Assessment Process. Language Testing, 22, 321-336. https://doi.org/10.1191/0265532205lt311oa
Liu, H., & Brantmeier, C. (2019). “I Know English”: Self-Assessment of Foreign Language Reading and Writing Abilities among Young Chinese Learners of English. System, 80, 60-72. https://doi.org/10.1016/j.system.2018.10.013
Luoma, S., & Tarnanen, M. (2003). Creating a Self-Rating Instrument for Second Language Writing: From Idea to Implementation. L anguage Testing, 20, 440-465. https://doi.org/10.1191/0265532203lt267oa
Malabonga, V., Kenyon, D. M., & Carpenter, H. (2005). Self-Assessment, Preparation and Response Time on a Computerized Oral Proficiency Test. Language Testing, 22, 59-92. https://doi.org/10.1191/0265532205lt297oa
North, B. (2011). Describing Language Levels. In B. O’Sullivan (Ed.), Language Testing: Theories and Practices (pp. 33-59). Palgrave Macmillan.
North, B., Ortega, A., & Sheehan, S. (2010). A Core Inventory for General English . British Council/EAQUALS. https://www.eaquals.org/wp-content/uploads/EAQUALS_British_Council_Core_Curriculum_April2011.pdf
O’Donovan, B., Price, M., & Rust, C. (2008). Developing Student Understanding of Assessment Standards: A Nested Hierarchy of Approaches. Teaching in Higher Educ a tion, 13, 205-217. https://doi.org/10.1080/13562510801923344
Oscarson, M. (1997). Self-Assessment of Foreign and Second Language Proficiency. In C. Clapham, & D. Corson (Eds.), E ncyclopedia of Language and Educ ation, vol. 7: La n guage Testing and Assessment (pp. 175-187). Kluwer Academic Publishers.
Oscarsson, M. (1978). Approaches to Self-Assessment in Foreign Language Learning. Pergamon
Oscarsson, M. (1989). Self-Assessment of Language Proficiency: Rationale and Implications. RELC Journal, 19, 75-93.
Ross, S. (1998). Self-Assessment in Second Language Testing: A Meta-Analysis and Analysis of Experiential Factors. Language Testing, 15, 1-20.
Santipolo, M. (2016), L’inglese nella scuola italiana. La questione negata della varietà modello. In C. A. Melero Rodríguez (Eds.), Le lingue in Italia, le lingue in Europa: Dove siamo, dove andiamo (pp. 177-191), Edizioni Ca’ Foscari Digital Publishing.
Savignon, S. J. (1983). Communicative Competence: Theory and Classroom Practice. Addison-Wesley Publishing Company.
Stansfield, C. W., Gao, J., & Rivers, W. P. (2010). A Concurrent Validity Study of Self-Assessments and the Federal Interagency Language Roundtable oral Proficiency Interview. Russian Language Journal, 60, 301-317.
Stefani, L. A. J. (1994). Peer, Self and Tutor Assessment: Relative Reliabilities. Studies in Higher Education, 19, 69-75. https://doi.org/10.1080/03075079412331382153
Sundstroem, A. (2005). Self-Assessment of Knowledge and Abilities: A Literature Study. EM, 54, 1-36.
Tavakoli, M., & Ghoorchaei, B. (2009). On the Relationship between Risk-Taking and Self-Assessment of Speaking Ability: A Case of Freshman EFL Students. The Journal of Asia TEFL , 6, 1-27.
Tigchelaar, M. (2018). Exploring the Relationship between Self-Assessment and OPIc Ratings of Oral Proficiency in French. In P. Winke, & S. M. Gass (Eds.), Foreign La n guage Proficiency in Higher Education (pp. 153-173). Springer. https://doi.org/10.1007/978-3-030-01006-5_9
Tigchelaar, M., Bowles, R. P., Winke, P., & Gass, S. (2017). Assessing the Validity of ACTFL Can-Do Statements for Spoken Proficiency: A Rasch Analysis. Foreign La n guage Annals, 50, 584-600. https://doi.org/10.1111/flan.12286
Trim, J. L. M. (2007). Modern Languages in the Council of Europe 1954-1997: Intern a tional Co-Operation in Support of Lifelong Language Learning for Effective Comm u nication, Mutual Cultural Enrichment and Democratic Citizenship in Europe. Council of Europe.
Upshur, J. (1975). Objective Evaluation of Oral Proficiency in the ESOL Classroom. In L. Palmer, & B. Spolsky (Eds.), Papers on Language Testing 1967-1974 (pp. 53-65). TESOL.
Weeden, P., Winter, J., & Broadfoot, P. (2002). Assessment: What’s in It for Schools? RoutledgeFalmer.
Wesche, M., Paribakht, T. S., & Ready, D. (1996). A Comparative study of Four Placement Instruments. In M. Milanovic, & N. Seville (Eds.), Pe rformance Testing, Cogn i tion and Assessmen t (pp. 199-210). Cambridge University Press.
Westhoff, G. (2007). Challenges and opportunities of the CEFR for Reimagining Foreign Language Pedagogy. The Modern Language Journal, 91, 676-679. https://doi.org/10.1111/j.1540-4781.2007.00627_9.x
Wilson, K. M. (1999). Validity of Global Self-Ratings of ESL Proficiency Based on an FSI/ILR-Referenced Scale. ETS Research Report Series , 1999, i-64. https://doi.org/10.1002/j.2333-8504.1999.tb01811.x