English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

espanolUno de los objetivos de la Educacion Superior es la promocion del aprendizaje a lo largo de la vida y la autoevaluacion puede considerarse como uno de sus pilares fundamentales. Sin embargo, existen serias dudas sobre su fiabilidad y validez como herramienta de evaluacion. El objetivo de este estudio correlacional es explorar la precision de la autoevaluacion contrastada con las pruebas objetivas comparando los resultados de las correlaciones entre las pruebas de autoevaluacion realizadas por 46 estudiantes universitarios de ingles como lengua extranjera y su evaluacion externa, corregida por el profesorado, a fin de comprobar la precision de la autoevaluacion. Como instrumento de autoevaluacion se utilizaron los impresos de la Biografia del PEL y para la evaluacion externa un modelo tipo de las pruebas del FCE administradas por UCLES. Los resultados globales mostraron altos coeficientes de correlacion, demostrando que los estudiantes fueron precisos en la autoevaluacion de su dominio de la lengua inglesa, siendo estos mayores en las destrezas orales pero mas bajos en las escritas. Los resultados tambien revelaron correlaciones mas altas en las destrezas de expresion que en las de comprension. Este estudio contribuye a confirmar la precision y validez de la autoevaluacion como instrumento de evaluacion. EnglishOne of the aims of Higher Education is the promotion of Lifelong Learning and Self-Assessment (SA) could be considered as one of its main pillars. However, there are serious doubts about its reliability and validity as an evaluation tool. The aim of this correlational study is to explore SA accuracy contrasted to objective tests by comparing the results of the correlations between the SA tests conducted by 46 university (L2) English learners and their external evaluation, marked by teaching staff, for the purpose of testing the accuracy of SA. The SA tool used in the study was the Biography element of the European Language Portfolio (Form 3 of the ELP Passport for Adults); and that of the external evaluation was a model based on the Cambridge FCE tests administered by the UCLES. The results revealed that correlation on the overall scores were high, demonstrating that the students’ own assessments of their proficiency in the English language were accurate, being higher in the oral skills but lower in the written skills. The findings also revealed higher correlations in the expression skills than in the comprehension skills. This study contributes to affirm the accuracy and validity of SA as an evaluation instrument.

Self-assessment vs. external evaluation of proficiency in English as a foreign language among student teachers