During the first years of language study, students often get frustrated at the end of the school year, because they realize how far they still are from proficiency. This self-evaluation tool helps them understand what they are already able to do and what they should work on in the future. It also gives the teacher feedback on where the students feel strengths and weaknesses are, which helps with future curriculum planning.
Using this tool, students can evaluate their own progress in reading, writing, listening, and speaking. (The teacher has the option of scoring them with this tool as well.)
The I-can descriptions are in English and they are general enough to fit most World Language curricula, so they are suitable for all world languages.
Students add up their points and get an approximate level on the Common European Framework of Reference for Languages, with an encouraging message.
Students should be told that this is not for a grade (I give a certain amount of points for completion, regardless of assessed levels), but to help plan further studies.
There are separate documents for Levels 1 and 2. The document for Levels 3 and 4 is combined, mainly because in many programs, these classes are combined as well, and also because students' language proficiency is beginning to develop at different speeds.
If your final examination is a performance assessment that does not address some of the areas covered during the year, this document is a good tool to add to the assessment to help students reflect on their learning.
The self-assessment can be added to students' language portfolios.