Annotated Bibliography


Warwick, L. (2016). The use of assessment criteria in classroom speaking tasks. Research Notes: The 2015 Cambridge English/English Uk Action Research Scheme, 66, 16-21.

This paper describes a two-phase study conducted with a class of nine pre-intermediate adult students at a private language school in the UK over a 7-week period. The purpose of the study was to explore the use of success criteria in relation to self-assessment and the development of speaking skills. In the first phase, learners were presented with a set of criteria after a speaking activity. In the second phase, they were given the criteria before the activity. In comparison, self-assessment ratings were closer to those of the teacher in the second phase, when students knew in advance what was expected from them. The results concluded that having a set of criteria to assess themselves before tasks improved the students’ speaking skills. The use of success criteria may have a positive effect on learning.

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