The Zone of Proximal Development and the Genesis of Self-Assessment

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Self-assessment practices have become widespread second language (L2) education, and while its proponents have long argued that such reflection enhances learner awareness of their abilities and promotes independent learning (Alderson, 2005; Chen, 2008; Little, 2007), others have questioned its value vis-à-vis other indicators of performance (Gipps, 1994; Ross, 1998). This article approaches learner self-assessment from a Vygotskian perspective, and specifically the proposal of the Zone of Proximal Development (ZPD). According to this view, development is understood as transitioning from other-regulated to self-regulated functioning. Following Zuckerman (2003), engaging reflective evaluation of performance is argued to be a critical feature of this process. Data from a study involving L2 learners of French participating a Dynamic Assessment (Lantolf & Poehner, 2004) program are presented to explore how this development may occur and to examine challenges learners may experience as they endeavor to regulate not only their use of the L2 during completion of tasks but also while evaluating their performance. keeping with the notion of the ZPD, it is argued that learner efforts to self-assess must be carefully mediated as they move from a cooperative to an independent mode of self-assessment.

Original languageEnglish (US)
Pages (from-to)610-622
Number of pages13
JournalModern Language Journal
Volume96
Issue number4
DOIs
StatePublished - Dec 2012

Fingerprint

self-assessment
performance
language education
Genesis
Self-assessment
Zone of Proximal Development
ability
evaluation
learning
Values
experience

All Science Journal Classification (ASJC) codes

  • Linguistics and Language
  • Language and Linguistics

Cite this

@article{ae38de6e6a8b443a8676d821312fdccc,
title = "The Zone of Proximal Development and the Genesis of Self-Assessment",
abstract = "Self-assessment practices have become widespread second language (L2) education, and while its proponents have long argued that such reflection enhances learner awareness of their abilities and promotes independent learning (Alderson, 2005; Chen, 2008; Little, 2007), others have questioned its value vis-{\`a}-vis other indicators of performance (Gipps, 1994; Ross, 1998). This article approaches learner self-assessment from a Vygotskian perspective, and specifically the proposal of the Zone of Proximal Development (ZPD). According to this view, development is understood as transitioning from other-regulated to self-regulated functioning. Following Zuckerman (2003), engaging reflective evaluation of performance is argued to be a critical feature of this process. Data from a study involving L2 learners of French participating a Dynamic Assessment (Lantolf & Poehner, 2004) program are presented to explore how this development may occur and to examine challenges learners may experience as they endeavor to regulate not only their use of the L2 during completion of tasks but also while evaluating their performance. keeping with the notion of the ZPD, it is argued that learner efforts to self-assess must be carefully mediated as they move from a cooperative to an independent mode of self-assessment.",
author = "Poehner, {Matthew Edward}",
year = "2012",
month = "12",
doi = "10.1111/j.1540-4781.2012.01393.x",
language = "English (US)",
volume = "96",
pages = "610--622",
journal = "Modern Language Journal",
issn = "0026-7902",
publisher = "Wiley-Blackwell",
number = "4",

}

The Zone of Proximal Development and the Genesis of Self-Assessment. / Poehner, Matthew Edward.

In: Modern Language Journal, Vol. 96, No. 4, 12.2012, p. 610-622.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The Zone of Proximal Development and the Genesis of Self-Assessment

AU - Poehner, Matthew Edward

PY - 2012/12

Y1 - 2012/12

N2 - Self-assessment practices have become widespread second language (L2) education, and while its proponents have long argued that such reflection enhances learner awareness of their abilities and promotes independent learning (Alderson, 2005; Chen, 2008; Little, 2007), others have questioned its value vis-à-vis other indicators of performance (Gipps, 1994; Ross, 1998). This article approaches learner self-assessment from a Vygotskian perspective, and specifically the proposal of the Zone of Proximal Development (ZPD). According to this view, development is understood as transitioning from other-regulated to self-regulated functioning. Following Zuckerman (2003), engaging reflective evaluation of performance is argued to be a critical feature of this process. Data from a study involving L2 learners of French participating a Dynamic Assessment (Lantolf & Poehner, 2004) program are presented to explore how this development may occur and to examine challenges learners may experience as they endeavor to regulate not only their use of the L2 during completion of tasks but also while evaluating their performance. keeping with the notion of the ZPD, it is argued that learner efforts to self-assess must be carefully mediated as they move from a cooperative to an independent mode of self-assessment.

AB - Self-assessment practices have become widespread second language (L2) education, and while its proponents have long argued that such reflection enhances learner awareness of their abilities and promotes independent learning (Alderson, 2005; Chen, 2008; Little, 2007), others have questioned its value vis-à-vis other indicators of performance (Gipps, 1994; Ross, 1998). This article approaches learner self-assessment from a Vygotskian perspective, and specifically the proposal of the Zone of Proximal Development (ZPD). According to this view, development is understood as transitioning from other-regulated to self-regulated functioning. Following Zuckerman (2003), engaging reflective evaluation of performance is argued to be a critical feature of this process. Data from a study involving L2 learners of French participating a Dynamic Assessment (Lantolf & Poehner, 2004) program are presented to explore how this development may occur and to examine challenges learners may experience as they endeavor to regulate not only their use of the L2 during completion of tasks but also while evaluating their performance. keeping with the notion of the ZPD, it is argued that learner efforts to self-assess must be carefully mediated as they move from a cooperative to an independent mode of self-assessment.

UR - http://www.scopus.com/inward/record.url?scp=84871647604&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84871647604&partnerID=8YFLogxK

U2 - 10.1111/j.1540-4781.2012.01393.x

DO - 10.1111/j.1540-4781.2012.01393.x

M3 - Article

VL - 96

SP - 610

EP - 622

JO - Modern Language Journal

JF - Modern Language Journal

SN - 0026-7902

IS - 4

ER -