A study on the effectiveness of self-assessment and peer assessment in the oral production of secondary EFL learners and CLIL learners

Abstract

This study compares the effects of peer assessment (PA) and self-assessment (SA) in the oral production of secondary English as a Foreign Language (EFL) students, half of them studying Maths in English in a Content and Language Integrated Learning (CLIL) model. The study examines the oral productions after three weeks of treatment comparing first, second and third recorded performances. In order to investigate the effectiveness of these two types of assessments, the treatment was evaluated as an ongoing process by means of a multi-method approach, using data from a previous placement test, pre- and post-test questionnaires, learners’ self- and peer-assessment results and teacher’s rating scores. The results of the study indicate that although no significant improvement is found in EFL learners, CLIL learners' performances show a significant improvement (p<0,001) in their last productions. In addition, it has been found that the improvement is higher in the students that were assigned to the self-assessment treatment.