Learner autonomy, self-assessment and language tests: Towards a new assessment culture
Learner autonomy, self-assessment and language tests: Towards a new assessment culture
This chapter argues for the establishment of an assessment culture that recognises the development of learner autonomy as a primary goal in second language learning and teaching, and in which the learner plays a role in evaluating learning outcomes. Describing an institution-wide language programme at Trinity College, Dublin, the chapter explores the implications of the use of the Common European Framework of Reference for Languages and the European Language Portfolio for both learning and assessment.
Keywords: learner autonomy, second language learning, assessment, test, learning outcome
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