ANNOTATED BIBLIOGRAPHY: GOING STRAIGHT TO THE READER. THE ART OF BEING BRIEF AND CLEAR

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Warwick, L. (2016). The Use of Assessment Criteria in Classroom Speaking Tasks. Research Notes, (66), 16-21: Cambridge English.
The article recounts a research project carried out at a language school focusing on the use of formative assessment tools and its influence on student’s progress in speaking skills. It describes and analyses the role of assessment criteria given by the teacher before and after the evaluative process made by students themselves, also providing relevant sample results of a two phases research. Results suggest a significant, positive effect on learning before the speaking task was done. Although the research project has its limitations, the author acknowledges the benefits it has when pupils recorded themselves and evaluated the speaking performance.  

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