How to use oracy as a tool for formative assessment in History

dc.contributor.authorWilford, Randi Skaar
dc.coverage.spatialNorway
dc.date.accessioned2023-11-26T17:28:24Z
dc.date.available2023-11-26T17:28:24Z
dc.date.issued2022
dc.description.abstractBackground: The study focuses on the use of tools to improve oracy (oral communication skills) in a classroom setting. The researchers implemented a lesson on World War 1 (WW1) where students worked in groups to explore and present their findings on different terms related to the war. The lesson also included the use of talk moves and the viewing of film clips from "All Quiet on the Western Front" to stimulate discussion. The researchers aimed to assess the students' response to the lesson and determine the effectiveness of using games and films to promote oracy. Aims: The study aimed to investigate how students responded to the lesson on WW1, particularly in terms of their engagement with the film clips and their use of oracy tools during discussions. The researchers also sought to identify any challenges or areas for improvement in the lesson and explore the potential of using games and films to enhance oracy skills in the classroom. Methods: The researchers collected data to gather the students' perspectives on the lesson. The students expressed that the film clips provided a more realistic view of WW1 and allowed them to see the war from different perspectives. Some students preferred the game they played in a previous class, as it allowed them to control the pace and explore different aspects at their own pace. The researchers also observed that fewer students actively used the talk moves during the discussion, but the quality of their answers improved aNer giving the questions some thought. They found that some students participated beOer when the teacher actively led or monitored the discussion. Findings: The study revealed several significant findings. Firstly, using games and films in the classroom can effectively promote oracy skills, provided they are accompanied by relevant questions or tasks for the students to engage with. Secondly, pedagogical technology can serve as a diagnostic assessment tool when used appropriately. Thirdly, students who are already interested in a topic are more likely to participate in oral discussions. Additionally, the students' maturity level greatly influences their awareness of their own competence. The study also highlighted the importance of creating a safe and supportive environment for discussions and the use of visual aids to facilitate oral participation. Implications: The findings of the study suggest that teachers can enhance oracy skills by incorporating games and films into their lessons, accompanied by relevant tasks and questions. It is recommended to make oracy tools more visible in the classroom and actively remind students to use them. Teachers should also allocate time for vocabulary learning related to the topic to support all students. The study emphasizes the importance of teacher involvement in discussions and the need to create a safe and supportive environment for effective oral communication.
dc.identifier.urihttps://hdl.handle.net/20.500.14069/440
dc.language.isoen
dc.publisherCamtree: the Cambridge Teacher Research Exchange
dc.subjectsecondary education; pedagogical technologies; oracy; film; history
dc.titleHow to use oracy as a tool for formative assessment in History
dc.typeResearch Report
lrmi.educationallevelISCED Level 3 Upper secondary education
lrmi.educationallevelISCED Level 2 Lower secondary education
lrmi.targetnameiscedf13::Arts and humanities::Humanities (except languages)::History and archaeology
lrmi.typicalagerange12-16
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