Using rubrics to peer evaluate oral production
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Authors
Sandoval, Andrea MartÃnez
Issue Date
2021
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study took place in Toluca, State of Mexico, in a sixth-grade English class with 35 students aged 12, at CEFR A2 level. The students participated actively and were attentive during two weekly 50-minute English lessons. The teacher focused on improving the use of rubrics for peer evaluation of oral production tasks.
Aims: The research aimed to explore the effectiveness of rubrics for peer evaluation of oral tasks. Specifically, the teacher sought to understand the importance of rubrics, students'perceptions of the rubric format, and their opinions on using rubrics for peer evaluation.
Methods: Data were collected through a student questionnaire, reflective journaling, and material analysis. The questionnaire, administered in Spanish and anonymously, gauged student opinions and feelings. The journal captured the teacher's observations and reflections on peer evaluation processes. Material analysis assessed the completeness and accuracy of rubric use by students.
Findings: Most students felt comfortable or confident using rubrics, attributing this to their clear format and simplicity, though some initially found the criteria confusing. Students overwhelmingly considered rubrics important and effective for evaluating oral tasks, with a preference for the redesigned version, which featured clear instructions, eight criteria, and a scoring system using faces and numbers. The new format resulted in more complete evaluations, greater student independence, and improved confidence during peer assessment.
Implications: The findings underscore the benefits of involving students in evaluation processes and refining tools based on their feedback. Teachers might learn from this approach to simplify evaluation criteria, provide clear instructions, and design formats that enhance engagement. This study illustrates how peer evaluation, when well-structured, can foster active participation and meaningful feedback in language learning.
Aims: The research aimed to explore the effectiveness of rubrics for peer evaluation of oral tasks. Specifically, the teacher sought to understand the importance of rubrics, students'perceptions of the rubric format, and their opinions on using rubrics for peer evaluation.
Methods: Data were collected through a student questionnaire, reflective journaling, and material analysis. The questionnaire, administered in Spanish and anonymously, gauged student opinions and feelings. The journal captured the teacher's observations and reflections on peer evaluation processes. Material analysis assessed the completeness and accuracy of rubric use by students.
Findings: Most students felt comfortable or confident using rubrics, attributing this to their clear format and simplicity, though some initially found the criteria confusing. Students overwhelmingly considered rubrics important and effective for evaluating oral tasks, with a preference for the redesigned version, which featured clear instructions, eight criteria, and a scoring system using faces and numbers. The new format resulted in more complete evaluations, greater student independence, and improved confidence during peer assessment.
Implications: The findings underscore the benefits of involving students in evaluation processes and refining tools based on their feedback. Teachers might learn from this approach to simplify evaluation criteria, provide clear instructions, and design formats that enhance engagement. This study illustrates how peer evaluation, when well-structured, can foster active participation and meaningful feedback in language learning.
Description
Keywords (free text)
english as a foreign language , peer evaluation , rubrics , oral production , student feedback , language teaching tools , exploratory action research