Warwick, L. (2016, November). The use of assessment criteria in
classroom speaking tasks.In Cambridge Assessment English (Ed.), Research Notes
[ E-reader version, if applicable] (pp. 16 - 21). Cambridge. Retrieved fromhttp://www.cambridgeenglish.org/images/368333-research-notes-66.pdf
In her article, Warwick (2016) describes her interest in implementing formative assessment to aid students at Bell Cambridge, the school where she works, resulting in interesting outcomes from her students and reflections regarding her own performance. Her focus was particularly set on success criteria as she wished to find out if providing learners with the guidelines for a successful outcome would help them develop their speaking skills. This case study was examined and carried under a process of action research; Warwick is one of the five researchers that investigated different cases under the same approach. This particular case is fairly straightforward as its stages are clearly described and her results and samples are included. Not only is the author genuinely engaged in the investigation, but she also shares information from which student teachers and teachers in praxis can delve into for further understanding on teaching speaking for multicultural groups of students.
In her article, Warwick (2016) describes her interest in implementing formative assessment to aid students at Bell Cambridge, the school where she works, resulting in interesting outcomes from her students and reflections regarding her own performance. Her focus was particularly set on success criteria as she wished to find out if providing learners with the guidelines for a successful outcome would help them develop their speaking skills. This case study was examined and carried under a process of action research; Warwick is one of the five researchers that investigated different cases under the same approach. This particular case is fairly straightforward as its stages are clearly described and her results and samples are included. Not only is the author genuinely engaged in the investigation, but she also shares information from which student teachers and teachers in praxis can delve into for further understanding on teaching speaking for multicultural groups of students.
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