This master’s thesis examines the use of formative assessment with students with speech and language disorders, with a particular focus on the development of oral presentation skills. The aim of the study was to determine how selected formative assessment strategies influence the quality of students’ oral presentations. Across three action research cycles, success criteria, teacher and peer feedback, and self-assessment were systematically employed. The study was conducted according to the principles of action research and included three students with speech and language disorders.
The results showed improvements in various aspects of oral presentation skills in all three students. The most notable progress was observed in pragmatic aspects of speech, particularly eye contact, vocal volume, and adherence to the structure of an oral presentation. The students gradually developed a better understanding of success criteria, improved their self-assessment skills, and became more effective in using feedback to identify and plan improvements. Progress in language-structural aspects was slower, however positive changes were observed in vocabulary, sentence structure, and pronunciation. Formative assessment also contributed to greater self-confidence and increased willingness to engage in public speaking.
The findings confirm the importance of adapted formative assessment in supporting students with speech and language disorders and highlight the importance of teachers’ professional competence and collaboration among teachers, speech and language therapists, and other professionals. The study contributes to a better understanding of the potential of formative assessment in developing oral presentation skills and provides a basis for further research and the development of educational practice.
|
