Nurov, Avazkhon2016-01-082016-01-082000http://hdl.handle.net/11693/18226Ankara : The Institute of Economics and Social Sciences of Bilkent Univ. , 2000.Thesis (Master's) -- Bilkent University, 2000.Includes bibliographical references leaves 84-92.Learners’ language ability and achievement can be assessed by many different methods. An increasing number of language programs have been using alternative assessments along with teacher grades and formal tests. Self-assessment can also serve as a measure of learners’ language ability. The purpose of this study was to investigate the relationship of students’ selfassessment with teachers’ estimates of their students’ achievement and achievement test results. The relationship between the teachers’ estimates and the achievement test was also examined. The criterion validity of the self-assessment test, as a function of its correlation with the external measures of the students’ language ability, ie., the teachers’ estimates and the achievement test scores, was determined. Additionally, the influence of the students’ gender and achievement (indicated by their test scores) on their selfassessment behaviour was explored. Two questionnaires were used to elicit the perceived assessments of the students’ language abilities: one for the students' self-assessment, and the other for teachers’ estimates of the students’ language achievement. The achievement test scores served as a third measure of the students’ language skills. The data were analysed by using Pearson Product Moment correlation to establish the relationship between the three methods of assessment. T-tests and Pearson Product Moment correlation were used to find out the effect of the students’ gender and achievement on their self-assessment behaviour. The results showed that there were only weak correlations between the students’ self-assessment and the other two measures, namely, the achievement test and the teachers’ assessment. The correlations between the teachers’ estimates and the achievement test were higher, but still low for assessment purposes. In this context, for example, vocabulary showed virtually no correlations between the achievement test scores and the two subjective measures of the students’ language ability, ie., selfassessment and teachers’ estimates. No effect of gender on the students’ self-assessment behaviour was found. However, a strong relationship between the students’ achievement, as indicated by their test scores, and their self-assessment behaviour was observed. Better students (those with higher test scores) tended to be less overevaluative of their language abilities compared with their weaker peers (those with lower test scores). The study suggests that students’ self-assessment may display a low criterion validity, defined as a function of its correlation with achievement test scores. Teachers’ estimates of their students’ language achievement may have a weak relationship with the students’ test performance. The study also suggests that vocabulary may be the hardest skill to self-assess.xi, 109 leavesEnglishinfo:eu-repo/semantics/openAccessP53.4 .N87 2000Language and languages--Ability testing.Thesis