Using standardized achievement and oral proficiency tests for self-assessment purposes: the DLIFLC study

Abstract

While there seems to be enough empirical evidence to substantiate the claim that language learners have the ability to evaluate their own performance, many researchers still feel that self-assessments are rarely as reliable or valid as standard test results or teachers' estimates of their students' linguistic com petence. This skepticism may well be justified, because a large number of self- assessments are based almost entirely on appraisal questionnaires and the use of such instruments without extensive training or preparation is bound to pro duce incorrect evaluations. In the DLIFLC study, however, the experimenter used 'conventional' examinations both for testing purposes and for self- assessment purposes. This method yielded interesting results. It also had limitations, but it generally looked promising.