Іноземні мови (May 2020)
Peer assessment of the monologue speech competence of the pre-service teachers of English
Abstract
The article proves the necessity of using peer assessment for checking the monologue speech competence of the 1st year students, pre-service teachers of English. The definition of the peer assessment has been given, the advantages and difficulties of implementation of this kind of assessment into educational process have been described, the kinds and forms of peer assessment have been distinguished, stages for checking the monologue speech competence of the 1st year students, pre-service teachers have been suggested. Peer assessment is a kind of assessment focused on peer checking, analysis, correction and grading of the monologue speech competence. The main difficulties of using peer assessment of the monologue speech competence relate to the size of the monologue speech, wide range of the assessment criteria, lack of peer assessment skills and individual psychological abilities not developed enough. The main advantages are: extra training in communication, understanding the monologues assessment criteria, reduction of the time spent on teacher’s assessment and engagement of all the students, development of self assessment and professional skills. The most appropriate kinds of peer assessment of the monologue speech competence in the 1st year of studying are formative assessment and summative assessment at the end of the topic which can be done in pairs or groups, with oral or written feedback). Implementation of the peer assessment into educational process contemplates three stages: introduction, basic and final. In the introduction stage students get familiar with peer assessment kinds, forms, means and tasks, types of the monologues, criteria of the monologues assessment and train performing such assessment. Basic stage suggests the practice of peer assessment. In the final stage the results of peer assessment are discussed.
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