This study explores the role of self-assessment and peer-assessment in language learning, emphasizing their significance in formative and summative evaluation processes. Through a comprehensive literature review, the research examines various assessment techniques, including informal and formal methods, formative feedback, student-teacher conferences, dialog journals, peer evaluations, and portfolio assessments. The findings highlight the benefits of integrating learner-centered assessment strategies to enhance language proficiency, foster metacognitive awareness, and reduce teacher workload. The study underscores the importance of feedback in improving learning outcomes and suggests that involving students in the assessment process leads to more accurate evaluations of their communicative abilities. The research contributes to the discourse on effective language assessment practices by advocating for a balanced approach that combines traditional testing with dynamic, participatory evaluation methods.

Self-assessment, peer-assessment, formative assessment

Brown, H. Abeywickrama, P. (2019). Languages Assessment Principles and Classroom Practices. Third edition. Pearson T, 6-9.

Elawar, M. C. & Corno, L. (1985). A factorial experiment in teachers’ written feedback on student homework: Changing teacher behaviour a little rather than a lot. Journal of educational psychology, 77(2), 162-173.

Fisher, D. & Frey, N. (2007). Implementing a schoolwide literacy framework: Improving achievement in an urban elementary school. The Reading Teacher, 61(1), 32-43.

Fontana, D. & Fernandes, M. (1994). Improvements in mathematics performance as a consequence of self-assessment in Portuguese primary school pupils. British Journal of Educational Psychology, 64(3), 407-417.

Frederiksen, J.R. & White, B.J. (1997). Reflective assessment of students’ research within an inquiry-based middle school science curriculum. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Friedman Ben David, M., Davis, M.H., Harden, R.M., Howie, P.W., Ker, J. & Pippard, M.J. (2001). AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment. Medical Teacher, 23(6), 535-551, DOI: 10.1080/01 421590120090952

Bachman, L. F. (2004). Statistical analyses for language assessment. Cambridge: Cambridge University Press Bachman, L. F. (2014). Ongoing Challenges in Language Assessment. In A. J. Kunnan (Ed.), The Companion to Language Assessment (pp. 1586 1601). John Wiley & Sons, In

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Pearson Education