Collaborative Assessment in a Spanish Phonetics Class
Abstract
Reported here are findings from a study comparing different methods of assessing students' oral production in an upper-level Spanish phonetics class. The goal of this study was to integrate assessment measures that would raise students awareness of their own production as well as give students an opportunity to collaborate in their evaluation. The research questions addressed in this study were 1) Can students improve their ability to attend to their own production errors and 2) Do student self-analyses positively correlate with the instructor's analyses? Over the course of the semester students submitted three recordings. Each recording was rated by the student, a peer, and the instructor (via rubric). Additionally, all students completed a pre- and post-semester questionnaire on their strengths and weaknesses with regard to their oral production in Spanish. Results indicate that some students were able to attend more carefully to their own errors and those of their peers as the semester progressed. Student and instructors analyses do not show strong agreement. Lastly, the results of the pre- and post-semester questionnaire show that students improve in their ability to describe their production, explain their errors, and cite areas for improvement.
Location
Room 1220
Recommended Citation
Gordon, Leslie, "Collaborative Assessment in a Spanish Phonetics Class" (2014). SoTL Commons Conference. 29.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/29
Collaborative Assessment in a Spanish Phonetics Class
Room 1220
Reported here are findings from a study comparing different methods of assessing students' oral production in an upper-level Spanish phonetics class. The goal of this study was to integrate assessment measures that would raise students awareness of their own production as well as give students an opportunity to collaborate in their evaluation. The research questions addressed in this study were 1) Can students improve their ability to attend to their own production errors and 2) Do student self-analyses positively correlate with the instructor's analyses? Over the course of the semester students submitted three recordings. Each recording was rated by the student, a peer, and the instructor (via rubric). Additionally, all students completed a pre- and post-semester questionnaire on their strengths and weaknesses with regard to their oral production in Spanish. Results indicate that some students were able to attend more carefully to their own errors and those of their peers as the semester progressed. Student and instructors analyses do not show strong agreement. Lastly, the results of the pre- and post-semester questionnaire show that students improve in their ability to describe their production, explain their errors, and cite areas for improvement.
