Promoting Student Self-Evaluation Of Their Learning Process
This paper describes classroom research on promoting student initiative through self and peer correction, record keeping, goal setting and evaluation. Promoting Student Self-Evaluation of Their Learning Process starts with a look at the author’s experience of self-initiative and authentic interaction among her students which sparked her awareness and began the transformation of her teaching beliefs and approaches. The old belief centered on the need to be the authority in control. The new belief focuses on empowering the students to see themselves as authorities. The paper then describes the forms and activities used in an adult high-intermediate English as a Second Language classroom in a Hispanic community center in Milwaukee, Wisconsin, USA. The forms include: Vocabulary Record, Record of Readings: Quotes and Reflections, Writing Checklist, 4 Skills Self-Evaluation Chart, Personal Education Plan, Goals-Based Evaluation and Presentation Evaluation. These activities are analyzed for their effectiveness in promoting student self-awareness, initiative, analysis and evaluation of their own progress in learning the English language. As a result of this analysis, writing activities are revised to include expansion of conferencing and connecting writing to speaking. This classroom research has been successful in engaging student self-learning and involving them in setting, reaching and evaluating their goals. The process continually needs to be revised through awareness and analysis by the students and teacher.