The Role of Assessment in Self-Control of Learning
DOI:
https://doi.org/10.17533/udea.ikala.8036Schlagworte:
self-control of Learning, assessment, assesment criteria, formative assesment, independent learningAbstract
This paper discusses the role of assessment as an effective variable which influences the process of building and managing students' own learning as found in a classroom experiment carried out in ESP courses at Universidad del Norte, Barranquilla, Colombia. The overall analysis drawn upon teachers' and students' perceptions of the whole process revealed that getting students motivated in a self-control process of their own learning cannot be achieved simply by developing awareness-raising activities, but that these ought to be integrated with new assessment procedures. In doing so, a shift from traditional paradigms based on product-oriented procedures to more process oriented practices is required.
Downloads
Literaturhinweise
BOUD, D. (1982) "Toward Student Responsibility for Learning" in BOUD, D. (Ed.) "Developing Student Autonomy in Learning" (pp 21-37.) London: Kogan,
HOLMES, J. & RAMOS, R. (1991). "Talking about Leaming: establishing a framework for discussing and changing learning processes" in JAMES, C. & GARRET, P. "Language Awareness in the Classroom” (pp 199-212). London: Longman 1991.
JOHNS,T. & DAVIES, F. (1983) "Text as a vehicle for information: the classroom use of written texts in teaching reading in a foreign language" in Reading in a Foreign Language, Vol. 1, No. 1, P 2.
McCOMBS, B. (1991) "Motivational Skills Training. Combining Metacognitive, Cognitive and Affective Learning Strategies in WEINSTEIN, C.E. el al "Learning and Study Strategies: issues in Assessment, instruction and Evaluation". California Academic Press,
NUNAN, D. (1988) "The Learner-Centred Curriculum" CUP.
RODNER, H. (1994) "The problems of facilitating qualitative formative assessment in pupils" in British Joumal of Educational Psychology, No. 64, 145-160, UK
SCOTT, M. (1986) "Conscientização• in Working Papers No. 18, CEPRIL - Centro de Pesquisa, Recursos e informação em Leitura, PUCSP, São Paulo, Brasil.
TORRENCE, H. (1989) "Theory, practice and politics in the development of assessment in Journal of Education, No. 19, (2), Pp 183-191
WILHELMS, F.T. (1967) ' Evaluation as Feedback" Association for Supervision and Curriculum Development Yearbook, Washington D. C. 2-16.
Downloads
Veröffentlicht
Zitationsvorschlag
Ausgabe
Rubrik
Lizenz
Copyright (c) 1996 Íkala, Revista de Lenguaje y Cultura
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Nicht-kommerziell - Weitergabe unter gleichen Bedingungen 4.0 International.
