Simulacre Oposicions Anglès (Lengua Extranjera) #11

Read the text and answer the questions. **From Grading to Learning: Feedback in Secondary EFL** In many schools, speaking assessment still relies on occasional performances followed by a number. Students know whether they "passed" but not how to improve. This model can be efficient for reporting, but it is weak for learning. Formative assessment shifts the focus from isolated judgment to progress. Teachers collect evidence across short speaking tasks, interaction routines, and mediation moments. Instead of waiting for final exams, they provide specific, actionable feedback linked to clear criteria such as intelligibility, interaction management, and linguistic range. Feedback quality matters more than quantity. Comments like "good job" or "needs practice" rarely change performance. Effective feedback identifies one strength, one priority area, and one next action. Students also need time to apply feedback in a second attempt; without re-performance, feedback becomes information without impact. Reliability remains essential. If criteria are vague or applied inconsistently, students may perceive speaking assessment as subjective. Practical safeguards include concise rubrics, anchor samples, and occasional co-assessment among teachers to calibrate standards.