FLEAT VI

While researchers investigating self assessment have considered various aspects of measurement theory, such as reliability and construct validity, there has been relatively little discussion of the value of self assessment as an alternative to more extensive approaches to achievement assessment, particularly in the area of second language testing (Ross, 1998). In this presentation, I present the efffective use of CEFR's can- do questionnaire in the university level classrooms, which have its potential to increase students' and teachers' motivation, autonomy and meta-cognitive awareness. The main purposes of this presentation was to discuss the objectives and limitations of CEFR(Common European Framework of Reference) and to investigate ten affective orientations such as Self Confidence, Anxiety, Willingness to Communicate, and Motivational Intensity on the participants responses to the Can-do Questionnaires. The questionnaires and essay data were analyzed using the Rasch Analysis and the relationship between them were analyzed using the Structural Equation Modeling. The results indicated that the use of Can-do questionnaires as the proficiency level measure was appropriate for this group of university students in Japan. It is necessary to provide with adequate practice and guidance in using the Can-do questionnaires in order to promote a deeper understanding of its purpose and uses.