Peer- and self-assessment as tools to develop awareness of students’ oral communication strategies
Karri Lam
Abstract
The action research focuses on how peer- and self-assessments can develop the awareness of students’ oral communication strategies in group interactions. Three Hong Kong secondary teachers were involved in the study, two teaching secondary 1 and one teaching secondary 2. Similar processes were used throughout two cycles of the action research.
The research project consisted of a communication strategy worksheet and videos of sample oral discussion to stimulate student identification of suitable and unsuitable communication strategies in group interactions; the development of peer- and self- assessment worksheets for classroom use; and target setting with students focusing on areas such as eye contact, clarity and fluency of speech, and interaction with classmates.
The main means of data collection were classroom videos, student completion of peer- and self-evaluation forms, and focus group interviews with teachers and students. The expected findings may include: increased student awareness of the need to respond actively to other students’ utterances; the need for teacher guidiance in target setting; and increased confidence in students’ spoken English, although it was too soon to identify significant learning gains.
Karri Lam
Abstract
The action research focuses on how peer- and self-assessments can develop the awareness of students’ oral communication strategies in group interactions. Three Hong Kong secondary teachers were involved in the study, two teaching secondary 1 and one teaching secondary 2. Similar processes were used throughout two cycles of the action research.
The research project consisted of a communication strategy worksheet and videos of sample oral discussion to stimulate student identification of suitable and unsuitable communication strategies in group interactions; the development of peer- and self- assessment worksheets for classroom use; and target setting with students focusing on areas such as eye contact, clarity and fluency of speech, and interaction with classmates.
The main means of data collection were classroom videos, student completion of peer- and self-evaluation forms, and focus group interviews with teachers and students. The expected findings may include: increased student awareness of the need to respond actively to other students’ utterances; the need for teacher guidiance in target setting; and increased confidence in students’ spoken English, although it was too soon to identify significant learning gains.
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