Browsing by Author "Olsson, Mia"

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Teachers’ Conceptions of Using Peer Assessment of Oral Language Skills A Qualitative Study from a Swedish EFL Perspective
(2018) Olsson, Mia; Institutionen för språk och litteraturer
Although the amount of research on peer assessment has increased over the last three decades, peer assessment of oral language skills, and teachers’ conceptions of using it is still underexplored. Furthermore, there is a lack of research in the Swedish context, despite it being a part of the Swedish syllabus for English. Consequently, this study investigates teachers’ conceptions of using peer assessment of oral language skills in a Swedish EFL context regarding their objectives, advantages and challenges as well as what teachers need to bear in mind when implementing this activity. Altogether, five interviews were conducted with upper secondary teachers of English. The results indicate that teachers’ objectives with using peer assessment of oral language skills are to activate and positively reinforce students as well as facilitate students’ understanding of assessment criteria and learning. Also, the results shed light on certain advantages of incorporating this learning approach such as facilitation of direct feedback, students’ understanding and uptake, as well as teachers work, grading, and assessment. A few challenges were also identified namely that peer assessment is time-consuming, that it can be difficult to make students understand the purpose of the activity as well as to develop their ability to provide qualitative response. Finally, the study reveals some necessary requirements and pedagogical implications for peer assessment to become a beneficial learning activity i.e., a clear and thought-out structure of response, a functional classroom climate, and solid preparation and training. Another pedagogical implication identified is that teachers need more time to be able to incorporate peer assessment of oral languages skills as efficiently and ethically as possible.
Using Peer Assessment to develop Oral Language Skills in the EFL Classroom. A review of Learning Implications
(2016) Olsson, Mia; Institutionen för språk och litteraturer
Although the amount of research has increased over the last three decades, peer assessment of oral language skills is still rather under-researched. Therefore, this review aims to investigate possible learning implications of using peer assessment in the language classroom. Furthermore, the review’s focus is peer assessment within English as a foreign language (EFL), since that is also an area that needs to be further explored. The paper will begin by presenting six aspects that can be considered to have positive influences on learning, as well as six challenges that teachers might come across when incorporating peer assessment into the classroom. Thereafter, a few learning implications that are particularly important for teachers to bear in mind, will be emphasized. This includes: an open and secure classroom climate, student created assessment criteria, preparation and training, and to avoid focusing on the reliability and validity of peer assessment. Finally, three research proposals, in need for further investigation, will be presented.