1.1 The Rationale of the study
Recent developments in society have changed the goals of Academic Education frombuilding a basic knowledge store to producing high knowledgeable individuals, stressingproblem-solving skills, professional skills and authentic learning, i.e. learning in real-lifecontexts. Current situation encourages students to develop reflective practice and they are ableto solve the problems independently.Speaking of evaluation or assessment, the evaluation of students’ learning consists offormative assessment and summative assessment (College English Curriculum Requirements2017). In Chinese educational system, formative assessment has been overshadowed bysummative assessment in which grades or scores draw much attention. But in recent decades,the implementation of formative assessment has become a significant topic in recent yearswithin the field of applied linguistics and language education. Therefore, self-assessment, asone of type of formative assessment, begins to burst onto the scene and engages more andmore attention.Self-assessment is one type of evaluations with validity and reliability. “Self-assessmentgives learners confidence in, responsibility for, , and practice at developing a reliable capacityfor the quality of their own products, and it is therefore an essential element of any course thatseeks, as it now must, to help students become better learners at the same time as they aremastering specific bodies of knowledge and skill” (Claxton 1997: 320). Self-assessmentallows students’ learning processes to be subjected to observation, evaluation and supervision,thus contributing to the enhancement of their learning efficiency.
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1.2 The Background Information of the Study
In this section, some background information on English self-taught education, thefeatures of English self-taught learners and the necessities of application of self-assessmentwill be demonstrated in detail so that the readers can have a general understanding ofself-taught education. In recent few years, English self-taught examination has made great achievement in thebig circumstances of lifelong education. However, in the process of development, manyproblems have emerged. Based on some researches on English self-taught teaching in severalSchool of Continuing Education and some articles about status quo of English self-taughtexamination, the researcher made some conclusion of the features of English self-taughtexamination as following: Overall, in the English course examinations, it still puts emphasis on knowledge-basedcontents, the ratio of the basic theoretical knowledge and memory components occupying toolarge. Meanwhile, assessment of practical application of theoretical knowledge is not enough.This kind of assessment, overestimating theoretical knowledge and underestimating practicalapplication, is not conducive to improving students’ practical application of language ability.Therefore, it is difficult to cultivate application-oriented and skilled people.(2) School facilities and teachers are not enough
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2 Literature Review
2.1 The Overview of Self-assessment
The concept “self-assessment” was first proposed by Oscarson in 1980. Since then,linguists around the world began the study on self-assessment of language proficiency, theresults showing that self-assessment has great significance，英语论文范文，英语毕业论文
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