Students’ Perceptions of Involvement in the Assessment of Oral Competence in English as a Second Language

Languages

Oda Aasmundstad Sommervold¹  Lise Vikan Sandvik¹ 

[1] Department of Teacher Education, Norwegian University of Science and Technology, 7491 Trondheim, Norway;

关键词: oral assessment;    student involvement;    feedback;    assessment for learning;   

DOI  :  10.3390/languages6040203

来源: DOAJ

【 摘 要 】

This mixed-method study examined students’ perceptions of involvement in the assessment practice of oral competence in English in Norwegian upper secondary schools. Student involvement in assessment can be seen as a key factor when it comes to enhancing students’ learning outcome and motivation. Previous research has, however, shown that student involvement and the assessment of oral competence in English as a second language classes have been challenging. Surveys (N = 116) and two focus group interviews (N = 8) were used. The findings revealed that the students wanted to be more involved in the assessment practice. Moreover, the students saw this increased involvement as a way to enhance their oral competence in English. The students expressed uncertainty as to what they were assessed by. The implications of this study suggest that increased involvement in developing goals and criteria and more dialogue-based feedback are beneficial measures for strengthening students’ learning outcomes.

【 授权许可】

Unknown