Implemeting self-assessment and isaptive feedback in a secondary school

Abstract

This research aimed to explore the role of self-assessment and isaptive feedback in learning English process at a public secondary school in Colombia. Twenty five students from ninth grade participated in this exploratory and descriptive research which adopted a case study design characterized by an intervention. This study implemented a route of self- assessment and isaptive feedback process which consisted of five communicative tasks and fourteen steps for learners reflect systematically on their own learning, using the technological mediation of the online networking application of EDMODO. It was required to use some qualitative methods to collect the data during the implementation phase. Thus, this study conducted a student survey, a focus group, a semi -structured audiotaped interview and collected data were transcribed and categorized in terms of three main emergent themes and nine subthemes that were turned into codes. The analysis of data combined deductive and inductive approaches and yielded a claim of students for being more engaged in their own process of learning and the necessity of a more participative role of them in the design of the assessment practices. Findings revealed that the implementation motivated a meaningful active interaction between teacher and students for developing learning self-reliance in the process. Then, by means of self- assessment supported by ipsative feedback students are encouraged to be aware of their learning process and they feel more confident learners since they watch themselves succeeding or noticing their limitations when they are supported by actionable information that they received.