Learners as Assessors

Abstract

In the recent shift in educational theory from transmission of

knowledge to transformation of knowledge and integration of knowledge

with existing personal constructs and meanings, assessment has taken

on new affective goals, in which the personal growth of the learner is

becoming increasingly important. It is no longer defensible to use

discrete-item testing of dubious constructs or to sample performance as

a means of inferring underlying competence or abilities, if assessment

is really concerned with providing information on learning. Instead, the

need to understand performance itself and the processing (and affective)

factors which influence it, suggest an integration of assessment and

instruction, and a student-centered approach to assessment. This paper

therefore offers some suggestions on how self-assessment might be

incorporated in the Korean EFL classroom.