Rubric-referenced assessment has been widely recognized by teachers for its effectiveness in facilitating feedback for students' writing. However, the utilization of rubrics in oral production assessment, especially students' peer feedback on speaking skill, still remains to be examined. Therefore, this study seeks to investigate the effectiveness of applying rubric-referenced assessment on students' peer feedback in EFL speaking classes. Forty eight students in two ESL classes at ULIS (VNU), who had already experienced peer feedback without rubric-reference assessment, participated in the research project. These second-year students, whose language proficiency was supposed to be at B2 level (CEFR), were invited to work in pairs and provided with instructions to use a rubric adapted from CEFR. Then, each was required to produce an audio in the length of 2 minutes on a specific topic, swap their audio for peer-feedback based on the adapted rubrics at home. Data collected through students' reflective reports, and focus group discussions have shown that the implementation of rubric-referenced assessment helped students focus on their efforts, revise language aspects, produce work of higher quality, and understand teachers' expectation about an assignment. Several pedagogical implications were also included in order for other language teachers to apply in their classrooms.
Rubric-referenced assessment has been widely recognized by teachers for its effectiveness in facilitating feedback for students' writing. However, the utilization of rubrics in oral production assessment, especially students' peer feedback on speaking skill, still remains to be examined. Therefore, this study seeks to investigate the effectiveness of applying rubric-referenced assessment on students' peer feedback in EFL speaking classes. Forty eight students in two ESL classes at ULIS (VNU), who had already experienced peer feedback without rubric-reference assessment, participated in the research project. These second-year students, whose language proficiency was supposed to be at B2 level (CEFR), were invited to work in pairs and provided with instructions to use a rubric adapted from CEFR. Then, each was required to produce an audio in the length of 2 minutes on a specific topic, swap their audio for peer-feedback based on the adapted rubrics at home. Data collected through students' reflective reports, and focus group discussions have shown that the implementation of rubric-referenced assessment helped students focus on their efforts, revise language aspects, produce work of higher quality, and understand teachers' expectation about an assignment. Several pedagogical implications were also included in order for other language teachers to apply in their classrooms.
Poster No.15 (Meeting Hall No.2) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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