Can Students Self-Assess Their English Proficiency? A Study of Its Validity and Reliability  

Oleh:

Mistar, Junaidi

Jenis: Article from Proceeding
Dalam koleksi: 57th TEFLIN International Conference: Revitaziling professionalis in ELT as a response to the globlazed world, Bandung, 1-3 November 2010
Topik: Curriculum; Syllabus; and Material Development; alternative assessment; self-assessment; validity; reliability.
Fulltext: Junaidi Mistar.pdf (87.86KB)

Isi artikel

The present study is carried out to provide more evidence of the validity and reliability of self-assessment measures. As such, it is to investigate whether self-assessment contains construct irrelevant variances of gender and age, and whether self-assessment correlates with test scores. The data were collected from 78 newly arrived international students of English for Communication course of spring semester 2010 at the English Language Center, Michigan State University, USA. Prior to class commencement, they were asked to self-assess their listening, speaking, and interactive skill. Then, a test of listening was administered to measure their understanding of communicative discourses. Finally, in an interview format they were assigned to perform conversational activities based on two predetermined tasks. The analysis of the effect of gender on self-assessment found t-values of .534 (p < .595), .530 (p < .598), and 1.254 (p < .214) and that of the effect of age obtained Fvalues of 1.674 (p < .194), 2.761 (p < .070), and .817 (p < .446) for listening, speaking, and interactive skill respectively. Finally, the correlation analysis between self-assessment and test scores found correlation coefficients of .416 (p < .000), .660 (p < .000), and .535 (p < .000) for listening, speaking, and interactive skill respectively. These statistical findings indicate, firstly, that gender and age do not provide construct irrelevant variances to the validity of self-assessment and, secondly, that self-assessment produces reliable scores.

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