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Abstract: The thesis Oral Assessment of English in the Third Cycle of Slovene Elementary Schools consists of two sections – theoretical and empirical. The aim of the former was to analyse the various factors that contribute to successful oral assessment. Oral assessment differs from others in its execution, since it is conveyed by word of mouth. This creates authentic communication between the two groups of participants – learners and the teacher. However, both have to fulfil their roles. Firstly, the learners’ task is to prepare well for the assessment and act respectfully towards the assessor. Secondly, the teacher must produce adequate criteria and tasks which meet the principles of reliability and validity. In the empirical section, we present how the oral assessment of English is executed in the third cycle of Slovene elementary schools by examining two groups of participants – teachers of English and third-cycle learners. It was established that learners prefer oral assessment, whereas teachers either remained undecided or claimed that they preferred written assessment. The general dislike of the oral form among teachers can be explained by their observations about lack of time. Consequently, many learners reported the common use of writing of the answers as a form of oral assessment, whereas the majority of teachers denied such claims. Interviews and presentations remain the two most commonly used forms of oral assessment; in addition, they are also the most popular among both groups of participants. All in all, a significant body of the learners claimed they would not change anything about the current process of oral assessment, which suggests that many curricular elements are adequately selected and executed.
Keywords: oral assessment, learners, teacher, English, elementary school
Published in DKUM: 08.01.2019; Views: 1363; Downloads: 0
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