Trying Self- and Peer-assessment with Intermediate Spanish Students of English.

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Autor/Urheber	Juan Carlos Araujo Portugal
Institution	KARE Publishing
Titel	Trying Self- and Peer-assessment with Intermediate Spanish Students of English.
Quelle	In: 2651-2629; doi:10.14744/alrj.2020.69885; Applied Linguistics Research Journal, Vol 4, Iss 2, Pp 40-53 (2020)(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.14744/alrj.2020.69885
Schlagwörter	assessment; assessment experience; learning process; peer-assessment; self-assessment; P; P1-1091
Abstract	Assessment is a vital element in any teaching-learning process. Traditionally, the teacher has been the only one responsible for it, especially in the case of summative assessment. The information gathered from it allows teachers to make important decisions as regards their students' learning process, e.g. to obtain a certificate, to promote onto a higher level, etc. However, new forms of assessment - mainly self- and peer-assessment - are becoming more and more popular, and are being seen as ways of formative assessment that may help students make informed decisions about their own learning process, while becoming more autonomous at the same time. This paper presents the first experience of self- and peer-assessment of two groups of intermediate Spanish students of English and their main impressions about it. According to them, it seems that most of the students consider the experience of alternative assessment useful, particularly as a way to prepare their oral exam. It is hoped that it will serve as the basis for autonomous work and learning in this sense.
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