The Effects of Applying Feedback as Part of PBA The Effects of Applying Feedback as Part of ...

158 Pages·2014·1.95 MB·English

The Effects of Applying Feedback as Part of PBA 1

The Effects of Applying Feedback as Part of Performance Based Assessment on Students‘
Speaking Skills in a Conversation Class at ASE

Oscar Javier Pulido Martínez
Narda María Rozo Álvarez

Advisor:
Yi-Fen Liu

Facultad de Educación
Investigación y práctica pedagógica en español
Licenciatura en lengua castellana, inglés y francés
Bogotá, D.C
2014
The Effects of Applying Feedback as Part of PBA 2

The Effects of Applying Feedback as Part of Performance Based Assessment on Students‘
Speaking Skills in a Conversation Class at ASE

Oscar Javier Pulido Martínez
Narda María Rozo Álvarez

Trabajo de grado presentado como requisito para optar al titulo de:
Licenciado en Lengua Castellana, Inglés y Francés

Advisor:
Yi-FenLiu

UNIVERSIDAD DE LA SALLE
FACULTAD DE CIENCIAS DE LA EDUCACION
LICENCIATURA EN LENGUA CASTELLANA,
INGLES Y FRANCÉS
BOGOTA D.C 2014
The Effects of Applying Feedback as Part of PBA 3

UNIVERSIDAD DE LA SALLE

RECTOR:
Hno. CARLOS G. GÓMEZ RESTREPO. FSC

VICERECTOR ACADÉMICO:
Hno. CARLOS ENRIQUE CARVAJAL COSTA. FSC

DECANO FACULTAD DE CIENCIAS DE LA EDUCACIÓN:
DANIEL LOZANO FLÓREZ. FSC

DIRECTOR DEL PROGRAMA:
VICTOR ELIAS LUGO VAZQUEZ.

LÍNEA DE INVESTIGACIÓN:
Educación, lenguaje y Comunicación
TEMA DE INVESTIGACIÓN:
Desarrollo de procesos de evaluación de las capacidades humanas
TUTOR PROYECTO:
Yi-FenLiu2013-2014
The Effects of Applying Feedback as Part of PBA 4

Nota de aceptación

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Presidente del jurado

_______________________________________
Jurado

_______________________________________
Jurado

Bogotá D.C., 2014
The Effects of Applying Feedback as Part of PBA 5

Acknowledgements

We acknowledge Yi-Fen Liu who was our thesis director and contributed to the realization of
this project. We appreciate her essential support, advice and comments that helped us to develop
and finish this research project. We also acknowledge La Salle University for the opportunity
given to accomplish and carry out our thesis. We are grateful to God that gave us the opportunity
to grow string in our major. And last but not least, we are grateful to our families since they were
our support allowing us to be constant and persistent to successfully complete this research
project.

We also express our gratitude to all the people who offered assistance even when they
had nothing to do with the project such as Jairo Castañeda, Edgar Lucero, Zulay Diaz and the
computer engineers from the English laboratory in the La Salle University, Giovanni Iregui and
JohonVillamil. All of them contributed to make this thesis project real. Last but not least to the
Alianza Social Educativa (ASE) students who helped honestly with all the requirements made by
pre-service teachers whereas the thesis project was in process.
The Effects of Applying Feedback as Part of PBA 6

Dedications
It’s been a long path since I started to study what I feel is my life. The vocation is still alive even
when the conditions of this major are not the best. I reached the first goal in my professional life.
Many people were involved in this process, supporting me, encouraging me, and that is why I
want to dedicate my achievements. First of all, I dedicate my thesis project to God, who guides
the right people at the right time to my thesis design. Then, I want to dedicate this achievement to
my mother, María de Los Angeles Martínez Rodriguez and my brother, Sandor Pulido Martinez.
Also,to my little daughters, Isabella and Luisa Fernanda. All of them showed the love every time
I felt frustrated or confused, they gave me the strength and the resources to continue, acting as
the muse of my entire life. Finally, I dedicate this thesis to all the students who can be touched
and inspired to get into the amazing world of teaching a foreign or a second language.
Oscar Javier Pulido Martinez

I am so grateful to God, that never left me fall and surrounded me with his grace through all this
process, also I heartily thank my family who has always supported me through the difficult times.
It is their love and support that all the time encouraged me to stick on to the difficult tasks.

NardaMaríaRozo Alvarez
The Effects of Applying Feedback as Part of PBA 7

Abstract
This research study was carried out at FundaciónAlianza Social Educativa(ASE),
which is an educational institute for complementary studies, where English is taught as a course
with different levels. This Study was conducted through the application of feedback process as
part of performance-based assessment (PBA)to improve the speaking skills on conversational
students at ASE. The main objective of this project is to identify the effects of applying feedback
process (FP) in oral production through PBA to improve oral production skillson students
inconversational English at ASE foundation.
The participants of this study are sixteen students from twelve to fifty-three years
old, belonging to an English conversational level. The current study adopted the experimental
design by splitting the students into one experimental group that used FP as treatment, and one
controlled group that had non-treatment. Instruments such as pre-test, post-test, surveys,
checklists and observation journals helped to collect qualitative and quantitative data. Pre-service
teachers used content analysis through an inductive way to analyze the data collected. The
categories and results were supported by units of analysis such as texts, numerical statistics,
graphs and tables.
The findings of the study show that FP as part of PBA has important positive effects
on students‘ speaking skills by assessing students with formative assessment instead of
summative assessment. The results also show that students learn how to recognize and self-
correct their own mistakes by speaking all the time in English while receiving constantly
assessment of their personal oral production issues.
Key words:Students, performance-based assessment, feedback, oral production skills.
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Resumen
Este estudio de investigación se llevó a cabo en la Fundación Alianza Educativa
Social ( ASE ), que es un instituto educativo para estudios complementarios, donde el Inglés se
enseña como un curso con diferentes niveles. Este estudio se llevó a cabo mediante la aplicación
del proceso de retroalimentación como parte de la evaluación basada en la presentación (PBA)
para mejorar las habilidades de hablar sobre los estudiantes de conversación en ASE. El objetivo
principal de este proyecto es identificar los efectos de la aplicación del proceso de
retroalimentación (FP) en la producción oral a través de PBA para mejorar la producción oral en
estudiantes de Inglés conversacional en base ASE.
Los participantes de este estudio son dieciséis estudiantes, de doce hasta cincuenta y
tres años de edad, pertenecientes a un nivel de conversación inglés. En el estudio se adoptó el
diseño experimental mediante el fraccionamiento de los estudiantes en un grupo experimental
que utiliza FP como tratamiento y un grupo control que no tenía ningún tratamiento.
Instrumentos como pre-test, post-test, encuestas, listas de verificación y revistas de observación
ayudaron a recolectar datos cualitativos y cuantitativos. Los profesores en formación utilizan el
análisis de contenido a través de un camino inductivo para analizar los datos recogidos. Las
categorías y los resultados fueron apoyados por unidades de análisis, tales como textos,
estadísticas numéricas, gráficos y tablas.
Los resultados del estudio muestran que la FP como parte de PBA tiene importantes
efectos positivos en la expresión oral de los estudiantes mediante la evaluación de los alumnos
con la evaluación formativa en lugar de la evaluación sumativa. Los resultados también muestran
que los estudiantes aprenden a reconocer y auto- corregir sus propios errores al hablar todo el
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tiempo en Inglés mientras recibe constantemente evaluación de sus problemas de producción
orales personales.
Palabras clave: estudiantes, evaluación basada en el presentación, retroalimentación, habilidades
en la producción oral.
The Effects of Applying Feedback as Part of PBA 10

Table of Contents

Chapter 1

1 Introduction…………………......................................................................................................1
1.1 Background...............................................................................................................................1
1.2 Justification………………………………………………………………………………........2
1.3 Purpose of study........................................................................................................................4
1.4 Statement of the problem...........................................................................................................4
1.5 Research question......................................................................................................................6
1.6 Objectives..................................................................................................................................6