Assessment for Learning (Afl) as a Tool for English Language Performance

Abstract

This study was on Assessment For Learning (AFL) using Self-assessment as a Tool to enhance learning, in this case, the learning of English Language. AFL is a process that involves obtaining and using assessment information to adjust teaching and learning strategies in order to optimize learning (Black & William, 1998). The study was prompted by persistent poor performance of secondary school students in English Language examinations of the Kenya Certificate of Secondary Education (KCSE). The purpose of this research project was to determine the extent to which AFL as a tool for academic performance can help to optimize language proficiency. The objectives of the research project were: a) to determine if there is any improvement in the writing of students if self-assessment is used during writing process; b) to determine the attitude of students toward the use of self-assessment in writing; c) to determine the perception of teachers on the use of self-assessment technique in the classroom; and d) to make recommendations on the use of AFL in the classroom. The study adopted quasi-experimental research design. A sample of 80 form three students was selected purposively to take part in this research project. The data was collected using four tools: a) two sets of students’ written compositions serving as pre-test and post-test b) self-assessment sheets to guide the students in their writing; (c) post study feedback forms for capturing students’ attitude towards the use of self-assessment in writing, and (d) teacher questionnaires to highlight teachers’ perception towards the use of self-assessment technique in the classroom. The results after fieldwork showed that students in the experimental group who used self-assessment sheet during their writing made greater improvements on the content and organization of their compositions. The group registered a positive mean deviation of 10.45 marks in their post-test scores. The researcher also observed that majority of the students who used the self-assessment sheet had positive attitude towards the use of self-assessment strategy in writing. Teachers also perceived self-assessment in a positive way. The researcher recommends that teachers adopt AFL strategies in the classroom as self-assessment technique used in this study has proven to be a suitable tool for enhancing English Language writing proficiency.