Second Peer Work - Annotated Bibliography

Warwick, L. (2016). The use of assessment criteria in classroom speaking tasks. Research

            Notes, 66, pp. 16-21. Cambridge: Cambridge English Language Assessment.

            Retrieved from www.cambridgeenglish.org/images/368333-research-notes-66.pdf

        The author, teacher and teacher trainer at Bell International College, exposes the results of an action research carried out with nine students from different nationalities, all of them males between 18 and 43 years old. The aim of the investigation was to reflect upon the tools students use to assess their speaking skills and to generate strategies for formative self-assessment. The research comprised two phases, in the first one the assessment rubric was presented to the students after the task while in the second one it was delivered before the activity. Both the teacher and the group of students completed the assessment forms. The result was similar in the point of view of the teacher but differed as the students´overall performance was higher in the second phase. The teacher also made interviews to students as regards their opinion about the assessment and concluded that self- assessment is beneficial for students´learning process.