CURRICULUM-BASED SELF-ASSESSMENT PRACTICES IN EFL CLASSROOMS

Abstract

Self-assessment has emerged as a significant element of modern language pedagogy, particularly in the context of English as a Foreign Language (EFL) instruction. Although the notion of learners evaluating their own performance has long been acknowledged in educational theory, its effective classroom application is largely determined by the design and coherence of the curriculum. This paper explores the extent to which well-structured, transparent, and measurable curricular criteria enhance the quality and reliability of self-assessment practices. The works of David Boud, Heidi Andrade, and Lorna Earl further reinforce the view that self-assessment should be understood not merely as a tool for evaluation, but as a pedagogical strategy that fosters learner autonomy, metacognitive awareness, and deeper engagement with the learning process. Building on these perspectives, this study highlights the pivotal role of curriculum design in transforming self-assessment into an effective and sustainable practice within EFL classrooms.