Assess me and learn: Formatively assessing oral communication in the primary English classroom
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10362/142973 |
Resumo: | The present research project focuses on developing assessment tools, namely observation grids, that assessed learners’ oral communication skills, both formatively and summatively. This research discusses the observation grids’ design and implementation. It also involved the students in their own assessment process through self-assessment and self-assessment criteria creation. It intends to answer the following research questions: (i) how can observation grids be designed and implemented to efficiently assess spoken production and spoken interaction? and (ii) how can I involve my students in the process of formatively assessing themselves regarding their oral communication skills? The research project was developed in a private school during the first school term and involved a group of twenty third grade learners. Oral tasks in pairs and groups were implemented, and three different observation grids were used to formatively assess the students’ oral skills. Lastly, students were asked to orally present a group project, and one observation grid was used to summatively assess it. In total, four observation grids were designed and implemented for this study and filled in by both the researcher and the cooperative teacher. Simultaneously, students participated in creating three self-assessment criteria and were asked to fill in a self-assessment grid after performing the speaking tasks. At the end of the study, a questionnaire was handed out to students to gather their thoughts about the self-assessment process and their perceptions of assessment. This research project concluded that observation grids are a useful and efficient assessment tool. Regarding design, the more detailed and accurate the grid is, the more guided the teacher’s observation becomes, helping the teacher gather important information about the students’ oral skills. It has also concluded that observation grids benefit from the addition of a notes and comments section, in which there is space for the teacher to collect more qualitative data to support the checklist section of the grid. In terms of implementation and assessment type, the analysis of the results gathered from the student questionnaire and the self-assessment results show that students seem to feel more nervous and show higher performance anxiety levels when being summatively assessed. On the other hand, when a formative assessment was carried out through informal non-intrusive observation, the results show calmer and less anxious feelings from the students. Lastly, most students showed positive feelings towards self-assessing, and this process seemed to influence their confidence levels and foster positive feelings towards learning the language. |
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Assess me and learn: Formatively assessing oral communication in the primary English classroomAvaliaçãoAvaliação formativaAvaliação sumativaAutoavaliaçãoGrelhas de observaçãoComunicação oralInglês na sala de aulaEnsino básicoEnsino de língua estrangeiraAssessmentFormative assessmentSummative assessmentSelf-assessmentObservation gridsOral communicationPrimary English classroomForeign language teachingDomínio/Área Científica::Humanidades::Línguas e LiteraturasDomínio/Área Científica::Ciências Sociais::Ciências da EducaçãoThe present research project focuses on developing assessment tools, namely observation grids, that assessed learners’ oral communication skills, both formatively and summatively. This research discusses the observation grids’ design and implementation. It also involved the students in their own assessment process through self-assessment and self-assessment criteria creation. It intends to answer the following research questions: (i) how can observation grids be designed and implemented to efficiently assess spoken production and spoken interaction? and (ii) how can I involve my students in the process of formatively assessing themselves regarding their oral communication skills? The research project was developed in a private school during the first school term and involved a group of twenty third grade learners. Oral tasks in pairs and groups were implemented, and three different observation grids were used to formatively assess the students’ oral skills. Lastly, students were asked to orally present a group project, and one observation grid was used to summatively assess it. In total, four observation grids were designed and implemented for this study and filled in by both the researcher and the cooperative teacher. Simultaneously, students participated in creating three self-assessment criteria and were asked to fill in a self-assessment grid after performing the speaking tasks. At the end of the study, a questionnaire was handed out to students to gather their thoughts about the self-assessment process and their perceptions of assessment. This research project concluded that observation grids are a useful and efficient assessment tool. Regarding design, the more detailed and accurate the grid is, the more guided the teacher’s observation becomes, helping the teacher gather important information about the students’ oral skills. It has also concluded that observation grids benefit from the addition of a notes and comments section, in which there is space for the teacher to collect more qualitative data to support the checklist section of the grid. In terms of implementation and assessment type, the analysis of the results gathered from the student questionnaire and the self-assessment results show that students seem to feel more nervous and show higher performance anxiety levels when being summatively assessed. On the other hand, when a formative assessment was carried out through informal non-intrusive observation, the results show calmer and less anxious feelings from the students. Lastly, most students showed positive feelings towards self-assessing, and this process seemed to influence their confidence levels and foster positive feelings towards learning the language.O presente projeto de investigação teve como foco o desenvolvimento de ferramentas de avaliação, nomeadamente grelhas de observação, que avaliem formativa e sumativamente as competências orais dos alunos. Este estudo pretendeu discutir o design bem como a implementação das grelhas de observação. Teve também como objetivo envolver os alunos no seu processo de avaliação através da implementação da autoavaliação e da criação de critérios para a mesma. Procurou responder às perguntas de investigação: (i) como é que as grelhas de observação podem ser desenhadas e implementadas para avaliar, eficientemente, a produção e interação oral? e (ii) como posso envolver os meus alunos no processo de se avaliarem formativamente em relação às suas competências orais? Este projeto foi desenvolvido numa escola privada durante o primeiro período escolar e envolveu um grupo de vinte alunos do terceiro ano. Foram implementadas tarefas orais em pares e em grupo e foram usadas três grelhas de observação para avaliar formativamente as competências orais dos alunos. Foi pedido aos alunos para fazerem uma apresentação oral em grupo, avaliada sumativamente através do uso de uma grelha de observação. Para este estudo foram criadas, no total, quatro grelhas de observação. As grelhas foram preenchidas pela investigadora e pela professora cooperante. Em paralelo, os alunos participaram na criação de três critérios para a autoavaliação, autoavaliando-se após as tarefas orais. Os alunos preencheram um questionário para recolher a sua opinião sobre o processo de autoavaliação bem como as suas perceções sobre avaliação. Este estudo concluiu que as grelhas de observação são ferramentas de avaliação úteis e eficientes. Relativamente ao design, quanto mais detalhadas e precisas são as grelhas, mais guiada se torna a observação do professor, ajudando-o a recolher informação relevante sobre as competências orais dos alunos. Foi também concluído que uma seção de notas e comentários é uma mais valia à grelha pois permite ao professor recolher dados de teor qualitativo que suportam a seção da grelha a ser preenchida apenas com breves símbolos. Relativamente à implementação e tipo de avaliação, os resultados dos questionários dos alunos e da autoavaliação apontam para que os alunos demonstrem maiores níveis de stress e de ansiedade de performance quando são sumativamente avaliados. Pelo contrário, os resultados mostram que os alunos parecem mais calmos quando avaliados formativamente, através de uma observação informal e não intrusiva. Finalmente, a maioria dos alunos demonstra sentimentos positivos em relação à autoavaliação e este mesmo processo aprece ter influenciado positivamente o seu nível de confiança e sentimentos positivos relativamente à aprendizagem da língua.Leslie, Carolyn ElizabethPuga, Rogério Miguel do Deserto Rodrigues deRUNMedina, Susana Passos2022-08-11T13:38:22Z2022-07-052022-03-302022-07-05T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10362/142973TID:203044886enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T05:20:59Zoai:run.unl.pt:10362/142973Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:50:37.183155Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Assess me and learn: Formatively assessing oral communication in the primary English classroom |
title |
Assess me and learn: Formatively assessing oral communication in the primary English classroom |
spellingShingle |
Assess me and learn: Formatively assessing oral communication in the primary English classroom Medina, Susana Passos Avaliação Avaliação formativa Avaliação sumativa Autoavaliação Grelhas de observação Comunicação oral Inglês na sala de aula Ensino básico Ensino de língua estrangeira Assessment Formative assessment Summative assessment Self-assessment Observation grids Oral communication Primary English classroom Foreign language teaching Domínio/Área Científica::Humanidades::Línguas e Literaturas Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
title_short |
Assess me and learn: Formatively assessing oral communication in the primary English classroom |
title_full |
Assess me and learn: Formatively assessing oral communication in the primary English classroom |
title_fullStr |
Assess me and learn: Formatively assessing oral communication in the primary English classroom |
title_full_unstemmed |
Assess me and learn: Formatively assessing oral communication in the primary English classroom |
title_sort |
Assess me and learn: Formatively assessing oral communication in the primary English classroom |
author |
Medina, Susana Passos |
author_facet |
Medina, Susana Passos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Leslie, Carolyn Elizabeth Puga, Rogério Miguel do Deserto Rodrigues de RUN |
dc.contributor.author.fl_str_mv |
Medina, Susana Passos |
dc.subject.por.fl_str_mv |
Avaliação Avaliação formativa Avaliação sumativa Autoavaliação Grelhas de observação Comunicação oral Inglês na sala de aula Ensino básico Ensino de língua estrangeira Assessment Formative assessment Summative assessment Self-assessment Observation grids Oral communication Primary English classroom Foreign language teaching Domínio/Área Científica::Humanidades::Línguas e Literaturas Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
topic |
Avaliação Avaliação formativa Avaliação sumativa Autoavaliação Grelhas de observação Comunicação oral Inglês na sala de aula Ensino básico Ensino de língua estrangeira Assessment Formative assessment Summative assessment Self-assessment Observation grids Oral communication Primary English classroom Foreign language teaching Domínio/Área Científica::Humanidades::Línguas e Literaturas Domínio/Área Científica::Ciências Sociais::Ciências da Educação |
description |
The present research project focuses on developing assessment tools, namely observation grids, that assessed learners’ oral communication skills, both formatively and summatively. This research discusses the observation grids’ design and implementation. It also involved the students in their own assessment process through self-assessment and self-assessment criteria creation. It intends to answer the following research questions: (i) how can observation grids be designed and implemented to efficiently assess spoken production and spoken interaction? and (ii) how can I involve my students in the process of formatively assessing themselves regarding their oral communication skills? The research project was developed in a private school during the first school term and involved a group of twenty third grade learners. Oral tasks in pairs and groups were implemented, and three different observation grids were used to formatively assess the students’ oral skills. Lastly, students were asked to orally present a group project, and one observation grid was used to summatively assess it. In total, four observation grids were designed and implemented for this study and filled in by both the researcher and the cooperative teacher. Simultaneously, students participated in creating three self-assessment criteria and were asked to fill in a self-assessment grid after performing the speaking tasks. At the end of the study, a questionnaire was handed out to students to gather their thoughts about the self-assessment process and their perceptions of assessment. This research project concluded that observation grids are a useful and efficient assessment tool. Regarding design, the more detailed and accurate the grid is, the more guided the teacher’s observation becomes, helping the teacher gather important information about the students’ oral skills. It has also concluded that observation grids benefit from the addition of a notes and comments section, in which there is space for the teacher to collect more qualitative data to support the checklist section of the grid. In terms of implementation and assessment type, the analysis of the results gathered from the student questionnaire and the self-assessment results show that students seem to feel more nervous and show higher performance anxiety levels when being summatively assessed. On the other hand, when a formative assessment was carried out through informal non-intrusive observation, the results show calmer and less anxious feelings from the students. Lastly, most students showed positive feelings towards self-assessing, and this process seemed to influence their confidence levels and foster positive feelings towards learning the language. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-11T13:38:22Z 2022-07-05 2022-03-30 2022-07-05T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10362/142973 TID:203044886 |
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http://hdl.handle.net/10362/142973 |
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TID:203044886 |
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eng |
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eng |
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openAccess |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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