Teachers’ Conception of Learner Self-assessment. A Qualitative Interview Study with Seven Teachers of English in a Swedish Upper-secondary School

Abstract

The aim of this study is to shed light on EFL teachers’ perspective on learner self-assessment as the field is lacking teachers’ voices regarding this research issue and non-existent in the Swedish context even if it is part of the Swedish curriculum of English and stated in the Swedish National Agency of Education. Teachers are the foundation of classroom learning, which makes this an important research area to explore. It can increase our understanding of why or why not learner self-assessment is used in the EFL classroom. Thus, this study investigates EFL teachers’ conception of learner self-assessment to further student learning, and explore what teachers consider significant for the implementation of this activity. Although the current use of learner self-assessment varied among the teachers, the findings show that teachers’ conception of learner self-assessment is overall following the definitions and purposes presented in the Swedish syllabi. Also, teachers suggest that learner self- assessment might be challenging to incorporate as learners’ associate assessment with grading. Nevertheless, learner self-assessment could lead to autonomous learning and consensus between teachers and learners regarding grades if used as a continuous method. Finally, the study reveals some necessary requirements for implementing learner self- assessment which partly involve the importance of clarity regarding the purpose of the activity as well as the necessity of practice. The conclusion addresses the pedagogical implications of learner self-assessment and indicates that teachers should be provided with materials as this would facilitate the incorporation of learner self-assessment in the EFL classroom and prevent the issue of time constraints in teachers’ everyday practice.