@article{oai:stars.repo.nii.ac.jp:00009152,
 author = {WAGNER, Adrian and WAGNER, Adrian},
 issue = {12},
 journal = {人間文化研究, Journal of Humanities Research,St.Andrew's University},
 month = {Feb},
 note = {This paper reports upon an action research project to incorporate formative
assessment into two intermediate level English oral communication classes
for second year students at a university in Japan. Recorded speaking tasks
were incorporated into the class at regular intervals throughout the semester.
These tasks were closely based on the class and textbook content. After completing
each task students re-listened to their submissions and completed a
self-assessment report. Then, the teacher would listen to all submissions and
provide a detailed feedback form identifying errors and giving personalised
feedback. At the end of the semester, students completed a questionnaire designed
to measure their reactions to and perceptions of learning outcomes of
this assessment style. Overall, the students reported that doing the challenging
speaking tasks, analysing their own language production, and receiving
personalised feedback was a valuable learning experience. The results suggest
that formative assessment is a valid tool for language teachers who want
their assessment tasks to not merely provide justification for a final grade but
also to motivate students and enhance learning outcomes.},
 pages = {41--78},
 title = {Recorded Speaking Tasks as Formative Assessment in Intermediate English Classes},
 year = {2020},
 yomi = {ワーグナー, エイドリアン}
}