Annotated Bibliography

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

This paper describes an action research project carried out with nine 18 to 43-year-old international students of English that were at level A2 of proficiency. The aim of the project was to ascertain whether the use of assessment criteria could contribute to students’ enhancement of both speaking and self-assessment skills. The study consisted of two phases: in the first one, students completed a self-assessment form after doing a speaking task. In the second part, students were given the same form but before doing the speaking task.  The results showed that the use of self-assessment criteria to self-monitor students’ speaking performance in class has a positive outcome on students’ performance and self-assessment skills regardless of the moment in which students were given the self-assessment form.