Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity in the 1970s and 1980s, when L2 educators’ focus shifted from analyzing linguistic systems to examining how learners learn a language. Many can-do statements and SA descriptors have been developed for L2 language learning, including SA grids aligned with the Common European Framework of Reference (CEFR, Council of Europe, 2022) and can-do statements prepared by the American Council on the Teaching of Foreign Language (ACTFL) in collaboration with the National Council of State Supervisors for Languages (NCSSFL) (ACTFL, n.d.). Textbooks and other L2 learning materials, including online apps, often contain SA items. SA can be used in conjunction with other assessments, such as traditional objective assessments, peer assessments, and portfolios. Teachers are often encouraged to incorporate SA into their curricula as part of the promotion of constructivist approaches to education, which have been particularly popular since the late 1980s (e.g., Nunan, 1988; Tarone & Yule, 1989); SA resonates well with modern learning theories such as learner-centered education, self-regulated learning, and autonomous learning (Butler, in press).

自我评估（SA）作为一种反思自身表现和能力的活动（Black & Wiliam，1998），多年来一直是教育工作者感兴趣的话题。在第二语言 (L2) 教育工作者中，SA 在 20 世纪 70 年代和 80 年代开始越来越受欢迎，当时 L2 教育工作者的重点从分析语言系统转向研究学习者如何学习语言。已经为 L2 语言学习开发了许多 can-do 语句和 SA 描述符，包括符合欧洲共同参考框架（CEFR，欧洲委员会，2022）的 SA 网格以及美国语言教学委员会准备的 can-do 语句外语 (ACTFL) 与国家语言监督委员会 (NCSSFL) (ACTFL, nd) 合作。教科书和其他 L2 学习材料（包括在线应用程序）通常包含 SA 项目。SA 可以与其他评估结合使用，例如传统的客观评估、同行评估和组合评估。教师经常被鼓励将 SA 纳入他们的课程，作为促进建构主义教育方法的一部分，这种方法自 20 世纪 80 年代末以来特别流行（例如，Nunan，1988；Tarone & Yule，1989）；SA 与以学习者为中心的教育、自我调节学习和自主学习等现代学习理论产生了很好的共鸣（巴特勒，出版中）。