Language assessment and democratic engagement: Exploring social, political, and educational dimensions

Abstract

This paper examines democratic assessment in language classrooms, which emphasizes peer and self-assessment alongside teacher evaluation. Case studies illustrate how this model encourages student involvement in the evaluation process. Democratic assessment is characterized by transparency, where teachers clearly explain evaluation criteria and expectations before projects begin. Tools like rubrics, checklists, or previous student work samples help clarify these expectations. While some teachers resist democratic assessment, fearing it undermines their authority, the model calls for teachers to share certain responsibilities while assuming greater duties. Democratic teachers must assess student progress, provide feedback, and guide students in areas of weakness. Importantly, while teachers relinquish some control, they retain the right to respect from students, which is freely given when they earn it. Through ongoing feedback, students better understand their mastery of skills, and as they engage in the assessment process, they become more reflective and self-aware learners. Ultimately, this model fosters independent, competent learners by involving students in evaluating their performance.