Using the Video to Promote Peer and Self-Assessment in the English Class

• Autores: Elvia Ureña Salazar
• Localización: InterSedes, ISSN-e 2215-2458, Vol. 23, Nº. 48, 2022, págs. 228-245
• Idioma: inglés
• Títulos paralelos:
  • Utilizando el video para promover la evaluación de pares y la autoevaluación en la clase de inglés
• Enlaces
  • Texto completo
• Resumen
  • español

    Resumen Nanocellulose (NC) was obtained from palm oil rachis by combination of a chemical explosion method and mechanical rupture, which was functionalized with cholic acid (AC) and trietoxy(octyl)silane (TEOS) as functionalizing agents for determining the As3+ ion adsorption capacity from water. The nanocellulose functionalized it was characterized by infrared spectroscopy, thermal gravimetric analysis, scanning electronic microscopy and transmission electronic microscopy. Arsenic was measured by visible absorption according to molybdenum blue method. Nanofiber of cellulose was obtained with size than 19 – 24 nm, with which a functionalization of 25,96 % was achieved for NCAC and 20,50 % for NC-TEOS. The adsorption tests showed a 63,6 % removal of As3+ ion from the water using NC-AC and 22,6 % using NC-TEOS as adsorbents respectively, with which NC-AC showed a potential adsorption capacity material for ion As3+ from water.

  • English

    Abstract The purpose of this article is to present the results of using the video to promote peer and self – assessment in the first two oral English courses at University of Costa Rica, Paraiso Campus, Bachelor in English Teaching. In 2017 and 2018 students recorded three videos for each course in which they talked about some of the topics that were suggested by the instructor and were closely related to the course contents. In class, as group work, they used a guideline prepared by the instructor to review their peers’ videos. They focused on the presenter’s delivery, grammar, and pronunciation as well as in the content of the recording. During the peer evaluation activity, learners received written as well as oral responses from their partners. In the self – evaluation stage of the activity, they answered a questionnaire in which they indicated the number of times they recorded their videos before handing them to the instructor as well as their perception of their own performance as well as what they considered they needed to improve about it. The idea behind asking them to write the number of times they had to record the video was to know if they had self – evaluated. The fourth video in each course asked pupils to value how their language competence had evolved, during the first semester and during the whole year respectively. Results show that incorporating the video in the language class was an effective strategy to promote peer and self-assessment.