This article explores the role of self-assessment as a key component of alternative assessment methods within the classroom setting. Assessment, as defined by Brown (2001) and Katz (2012), is a deliberate process of gathering and analyzing data to evaluate learner performance and inform instructional decision-making. While summative assessment focuses on formal, time-bound evaluations at the conclusion of learning, formative assessment—also known as alternative assessment—takes place during the learning process, providing ongoing feedback to enhance student progress. A significant aspect of alternative assessment is self-assessment, which involves students reflecting on their work, comparing their performance to established goals, and revising accordingly (Andrade, 2010). This article outlines the steps of self-assessment, including articulating expectations, critiquing performance, and revising based on feedback. Additionally, it highlights specific self-assessment tasks for various language skills, such as listening, speaking, reading, writing, and pronunciation, as proposed by Brown (2001). The article additionally identifies various types of self-assessment, such as evaluations of specific performances, overall abilities, goal-setting, and socio-affective aspects. By fostering metacognitive awareness and learner autonomy, self-assessment enhances students' ability to take ownership of their learning and improve their performance. This article underscores the importance of integrating self-assessment into classroom practice as an effective tool for both teachers and learners to monitor progress, identify areas for development, and achieve educational goals.
| Mualliflar | Рустамова Шахноза Ариповна |
|---|---|
| Jurnal | Journal of Word Art – Сўз санъати халқаро журнали – Международный журнал искусства слова |
| Nashr sanasi | 2025-02-08 |
| Jild | 7 |
| Son | 4 |
| Til | Ingliz |
оценка, самооценка, формирующая оценка, итоговая оценка, альтернативная оценка, постановка целей, результаты обучения, автономия учащихся, мета познавательные навыки, развитие языковых навыков, рефлексивное обучение, обратная связь, assessment, self-assessment, formative assessment, summative assessment, alternative assessment, goal setting, learning outcomes, learner autonomy, metacognitive skills, language skills development, reflective learning, feedback, baholash, o‘z-o‘zini baholash, shakllantiruvchi baholash, summativ baholash, muqobil baholash, maqsad qo‘yish, o‘qish natijalari, o‘quvchi mustaqilligi, meta kognitiv ko‘nikmalar, tilni o‘rganish ko‘nikmalari rivojlanishi, reflektiv o‘qish, fikr-mulohaza
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