APICHAT KHAMBOONRUANG (MAHASARAKHAM UNIVERSITY)
HOW RELIABLE IS SELF-ASSESSMENT?: INVESTIGATING THAI EFL UNDERGRADUATESÂ€™ SELF-ASSESSMENT PERFORMANCE IN FORMATIVE CLASSROOM WRITING ASSESSMENT : LANGUAGE TESTING AND ASSESSMENT
While self-assessment can promote learnersâ€™ self-learning strategies necessary for learning progression and language development in an ongoing classroom (Knoch & Macqueen, 2017), questions have been raised concerning the quality and utility of students' self-assessment outcomes (Brown, Andrade, & Chen, 2015). This paper investigated self-assessment performance of Thai EFL undergraduates at three ability levels (N = 68) vis-Ă -vis five teachersâ€™ assessment performance in ongoing writing classrooms, where they all applied the same rating scale to formatively assess writing essays. Self-rating and teacher-rating scores were analysed and compared through ANOVA and correlation statistics. Results revealed that overall students were able to self-estimate their ability to a certain extent but appeared to significantly overestimate their ability. Generally, higher-ability students demonstrated more consistent ratings whereas lower-ability students performed less consistent ratings vis-Ă -vis teachersâ€™ ratings. Implications are also discussed concerning the design and implementation of self-assessment for students with different abilities in formative classroom assessment.
Apichat Khamboonruang is an English lecturer at Mahasarakham University. He holds Masterâ€™s degrees related to research methodology and language assessment from Chulalongkorn University. He is currently pursuing his PhD focusing on language testing and assessment at the University of Melbourne. His research interests include second language research, assessment, and evaluation.