You are here:

Descriptive and Criterion-Referenced Self-Assessment with L2 Readers


SAIJETAL Volume 36, Number 3, ISSN 0346-251X


Brantmeier [Brantmeier, C., 2006. "Advanced L2 learners and reading placement: self-assessment, computer-based testing, and subsequent performance." 'System 34" (1), 15-35] found that self-assessment (SA) of second language (L2) reading ability is not an accurate predictor for computer-based testing or subsequent classroom performance. With 359 advanced L2 university-level learners, the present study attempts to provide new empirical evidence concerning the use of SA, when measured via criterion-referenced items, as a predictor of reading scores on a computer-based placement test and subsequent reading achievement. Before reading, participants completed a contextualized, criterion-referenced instrument for SA that was created from the European Language Portfolio. A four-item contextualized SA questionnaire was also completed after reading. Participants completed the following: self-assessment questionnaire taken prior to computer-based test, computer-based test of 8 readings, 2 in-class readings, written recall, multiple-choice, topic familiarity questionnaire, and post-reading SA questionnaire. Findings indicated that a descriptive and criterion-referenced questionnaire for SA may be a reliable predictor of both reading scores on a computer-based test and subsequent classroom performance when comprehension is measured via sentence completion and multiple choice items. The criterion-referenced questionnaire did not prove to be a reliable predictor of reading comprehension with the written recall task for the short story. The post-reading SA instrument proved reliable for all three comprehension tasks. Results hold important implications for both language placement directors and test constructors. (Contains 7 tables and 2 figures.)


Brantmeier, C. & Vanderplank, R. (2008). Descriptive and Criterion-Referenced Self-Assessment with L2 Readers. System: An International Journal of Educational Technology and Applied Linguistics, 36(3), 456-477. Retrieved February 1, 2023 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.