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A reflection on the use of self-assessments in Japanese universities

Version 2 2024-06-18, 03:33
Version 1 2017-08-28, 11:15
journal contribution
posted on 2024-06-18, 03:33 authored by N Carr
Many Japanese universities run courses designed with the primary goal of improving students’ oral proficiency. In line with the recent studies which highlight that language learning is not a linear process (Nunan, 2001), the importance of formative and sustainable assessment rather than a single summative type assessment has been emphasized in previous research (Brown & Hudson, 1998; Everhard, 2015; Kissling & OʼDonnell, 2015). This short paper discusses the issues that utilizing self-assessments in a Japanese university English class raised, with a focus on how this type of assessment influenced not only testing itself, but also pedagogy and the whole language learning process. The potential advantages and limitations of self-assessments are discussed. This is followed by a reflection on how self-assessments were implemented in a second year Reading and Discussion class for English major students at Gifu Shotoku Gakuen University.

History

Journal

岐阜聖徳学園 大学紀要 外国語学部編

Volume

56

Pagination

25-32

Location

Japan

ISSN

1346-0897

Language

English & Japanese

Publication classification

C2 Other contribution to refereed journal

Copyright notice

2017, Gifu Shotoku Gakuen

Issue

73

Publisher

Gifu Shotoku Gakuen