Implementing Peer Assessment for Oral Tasks in the English Class

Abstract

This action research reports how 6th graders could benefit from the implementation of peer assessment for oral tasks in the English class. Different data collection techniques were used: a questionnaire, 2 surveys and individual interviews. It tried to establish participants’ abilities when applying peer assessment, also their perceptions when applied and received peer assessment, and finally, participants’ uses of peer assessment results. Findings suggest that learners developed abilities attached merely to application of peer assessment per se; furthermore, it was found that most of students actually used peer assessment results and applied it to the development of their process. Finally, data analysis allowed to identify four different perspectives that learners had towards the implementation of peer assessment for oral tasks in the English class.