(2014) León Herrera, Yasmina; Villarreal Olaizola, Izaskun; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien Fakultatea
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.
