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Descriptive and Criterion-Referenced Self-Assessment with L2 Readers
ARTICLE

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SAIJETAL Volume 36, Number 3, ISSN 0346-251X

Abstract

Brantmeier [Brantmeier, C., 2006. "Advanced L2 learners and reading placement: self-assessment, computer-based testing, and subsequent performance." 'System 34" (1), 15-35] found that self-assessment (SA) of second language (L2) reading ability is not an accurate predictor for computer-based testing or subsequent classroom performance. With 359 advanced L2 university-level learners, the present study attempts to provide new empirical evidence concerning the use of SA, when measured via criterion-referenced items, as a predictor of reading scores on a computer-based placement test and subsequent reading achievement. Before reading, participants completed a contextualized, criterion-referenced instrument for SA that was created from the European Language Portfolio. A four-item contextualized SA questionnaire was also completed after reading. Participants completed the following: self-assessment questionnaire taken prior to computer-based test, computer-based test of 8 readings, 2 in-class readings, written recall, multiple-choice, topic familiarity questionnaire, and post-reading SA questionnaire. Findings indicated that a descriptive and criterion-referenced questionnaire for SA may be a reliable predictor of both reading scores on a computer-based test and subsequent classroom performance when comprehension is measured via sentence completion and multiple choice items. The criterion-referenced questionnaire did not prove to be a reliable predictor of reading comprehension with the written recall task for the short story. The post-reading SA instrument proved reliable for all three comprehension tasks. Results hold important implications for both language placement directors and test constructors. (Contains 7 tables and 2 figures.)

Citation

Brantmeier, C. & Vanderplank, R. (2008). Descriptive and Criterion-Referenced Self-Assessment with L2 Readers. System: An International Journal of Educational Technology and Applied Linguistics, 36(3), 456-477. Retrieved December 1, 2022 from .

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