Enhancing Learner Autonomy Through Structured Self- and Peer-Assessment

This session investigates the implementation of structured self- and peer-assessment strategies in LINC classrooms and their impact on adult learners’ autonomy, reflective thinking, and oral production. Grounded in classroom-based research, the study examines how scaffolded guidance, learner-friendly rubrics, and iterative assessment cycles enhance learner engagement while aligning with CLB performance outcomes. Evidence from recent research indicates that when learners receive structured training and scaffolding, peer-assessment outcomes positively correlate with teacher evaluations, while self-assessment encourages metacognitive reflection, attention to language accuracy, and increased confidence in oral communication. This approach reframes assessment as a collaborative, learner-centered practice rather than a purely summative process, fostering autonomy, reflection, and meaningful engagement. Participants will explore practical applications of these research findings, including designing learner-friendly rubrics, conducting guided rater training, and implementing iterative cycles of self- and peer-assessment. The session addresses common challenges, such as leniency in self-evaluation, and provides evidence-based strategies to scaffold reflective practice, promote constructive feedback, and enhance collaborative learning. By the conclusion of the session, participants will be able to: Explain the theoretical and empirical rationale for self- and peer-assessment in adult ESL contexts.Design and implement learner-centered rubrics and rater training activities for oral tasks.Apply guided cycles of self- and peer-assessment to support reflection, skill development, and learner autonomy.Adapt evidence-based strategies across diverse LINC levels and adult learner populations.Attendees will leave with research-informed, adaptable strategies to implement interactive, reflective, and learner-centered assessment practices that enhance engagement, motivation, and oral proficiency in Canadian adult ESL classrooms.