Peer-Assessment to Improve the Oral Expression of Students of the Tenth Year of Basic Education

Abstract

This innovation focuses on students in the tenth year of basic education who are between the ages of 13 and 14. According to the school year they are in, they must have basic knowledge of the English language and be able to maintain a conversation or simple dialogue. Through the first activities, it was possible to know that the students could not carry out a simple dialogue, they had a limited vocabulary. They also had problems in the structure of grammar and showed little confidence when speaking. Therefore, it is proposed to introduce peer assessment to improve the oral expression of students. For this, an evaluative culture must be achieved where the student participates, is the protagonist of his own learning, and that lead to more critical capacity and autonomy. Using the rubric as an instrument to achieve a more objective evaluation. Since the pandemic caused by covid -19, the educational system both locally, nationally and has become an unprecedented scenario where global pedagogical challenges and changes become so important, relevant and necessary. Therefore, it is proposed to introduce peer assessment to improve the oral expression of students. For this, an evaluative culture must be achieved where the student participates, is the protagonist of his own learning, and that leads him to a greater critical capacity and autonomy. The development of active and interdisciplinary methodologies requires evaluation processes consistent with said methodologies, which is why in peer assessment the rubric is used as an instrument to achieve a more objective evaluation. In this sense, it is necessary for students to know what the components of a rubric are. As well as knowing their role as evaluators and the responsibility that comes with it. The rubric is made up of the evaluation criteria, evaluation indicators and assessment scale. The evaluation criteria allow students to determine the degree of knowledge expected during the teaching-learning process, by measuring the abilities of their peers with respect to the proposed learning objective. Assessment indicators are statements that describe observable and evaluable indices, clues, or signals to measure student performance (Perez, Mendez, & Yris, 2019). That is, the indicators inform the student of the way of working, what the activity to be evaluated consists of, including the theoretical content, aspects such as detail, depth of the activity provided, the explanation of the subject, the quality of the design and elements of the learning activity, estimated time and grading scale. These are raised from the expected learning in the didactic unit. The student must also know which is the assessment scale that is firmly used to evaluate his partner, which can be numerical or descriptive (University of the Americas, 2018).