The 5W’s of Self-Assessment in Language Learning

What if your students could tell you exactly where they’re struggling — without a test?

🧠💬 Self-assessment can be a powerful tool for teachers (and learners!) to understand the areas that are giving learners problems, without making them feel like they are being tested or judged. What’s more, when students use self-assessment it also empowers them to become active participants in their own language learning journey.

But in ELT, where progress can be difficult to measure, how do we use self-assessment effectively? 🤔

Let’s break it down. 🔍

📘 First, a definition.

Simply put, self-assessment is a “descriptive and evaluative act carried out by the student concerning his or her own work and academic abilities” (Brown & Harris, 2013, p. 368). Students will need teacher guidance, however, in order to be able to carry it out in a meaningful way. 👩‍🏫

Why use it? ❓

✅ Raises interest and motivation, creating more autonomous learners.

👥 Works well in large classes, where the teacher may not be able to respond individually.

🔍 Helps identify gaps in knowledge, so both students and teachers know where to focus.

💪 Improves self-confidence, which has its own set of benefits.

What can students assess? 🧑‍🎓

You might be tempted to think self-assessment only applies to grammar, vocabulary, or skills like reading and writing. But actually, it can be used for almost anything in the classroom:

🗣️ Communication strategies (e.g., interrupting, complimenting, agreeing/disagreeing)

💭 Motivation and attitude

🌍 Cultural understanding

Who can use it? 👶👧👦

All students can! But it looks different depending on age and level.

Young learners:

🖍️ Use drawings or simple “can-do” statements, e.g.

✍️ “I can write my name.”

😊 “I can say please and thank you.”

Older students:

📓 Use reflection journals or more detailed “can-do” statements, e.g.

🗯️ “I can ask someone about a past event.”

📈 Learners may also evaluate themselves alongside the teacher’s evaluation rubrics.

🎓 Teachers decide if self-assessment is part of the final grade.

When do we use it? 🕒

Anytime you want insight into students’ progress, struggles, or needs! 💡

Try this simple activity:

🚦 Traffic Light: Networking for Help

1. Students make (or are given) small cards that display the colors of the traffic light - one red card, one yellow card, and one green card.

2. After a class activity, the teacher asks students to choose the card that best goes with the way they are feeling about the task, and then to find another student, using the key below.

🔴 Red: “I don’t get it. I need some help understanding.” (Find a Green 🟢.)

🟡 Yellow: “I think I understand but I need a little support.” (Find a Green 🟢 or Yellow 🟡.)

🟢 Green: “I understand and can try this on my own.” (Find a Yellow 🟡 or Red 🔴.)

3. Students pair up to help each other understand the content better. 🧑‍🤝‍🧑

Where do we use it? 🏫

📌 In class: Use “goal cards”

Give students cards with goals/objectives that assess a class activity. Students decide (individually) if they’ve reached the objective or not. If so, they keep their card and then get a new one for the next activity. If not, they say why not, and then keep their card for the next activity or for later (to improve on).

🎮 Bonus: Gamify the assessment by giving students badges, stars, or power ups for each of the goal cards they keep. The more goal cards they have, the more “rewards” 🏅 they earn.

🏡 At home: Reflection journals

1. 📝 Students write or draw what they understood about a topic, and how they felt (or feel) about it. (Young learners can use pictures, like emojis or smiley faces, whereas older and more advanced learners can use complete sentences.)

2. In their journals, students should reflect on: 🔍

• Why they felt that way

• What went well

• What to improve next time

How can we use self-assessment most effectively? 🛠️

📏 Use rubrics and clear criteria: It may be the first time students are asked to reflect on their progress or challenges. Give them time and guidance to hone their self-assessment skills.

🖼️ Use adjectives and pictures: Students may feel a bit vulnerable or scared to share their shortcomings with the teacher, so using adjectives and pictures is often better than numbers or grades.

🎯 Use SMART goals (specific, measurable, attainable, relevant, time-based):

Bad ❌: “I want to understand grammar.” (Too vague and daunting.)

Good ✅: “I want to remember do/does in simple present questions.” (More specific and attainable, students can focus on one aspect to improve before moving to the next.)

Bad ❌: “I’m bad at grammar.” (Focuses on the person through a negative judgement.)

Good ✅: “I didn’t complete all of the homework exercises.” (Actionable - focuses on an action, not the person. The student can see where they may be going wrong and make adjustments to improve.)

🫶 Encourage honesty. Make sure students know the purpose is growth, not judgment.

Final thoughts 💭

As ELT professionals, we often assess others—but how often do we reflect on helping students assess themselves? Perhaps it’s time to reimagine what assessment really means. By building in more opportunities for students to assess their own learning, we give them the tools 🛠️ they need to take ownership of their learning. And that’s where real transformation begins. ✨

Happy teaching! 🎉

Kari

Reference: Brown, G. T., and Harris, L. R. (2013). “Student self-assessment,” in Sage Handbook of Research on Classroom Assessment, ed J. H. McMillan (Los Angeles, CA: Sage), 367–393. doi: 10.4135/9781452218649.n21