VIDEO SELF-OBSERVATION FOR FORMATIVE ASSESSMENT OF L2 SPANISH SPEAKING IN HIGHER EDUCATION IN PORTUGAL

Abstract

This paper describes a replicable procedure for video self-observation (autoscopy) integrated into formative assessment of L2 Spanish speaking in higher education in Portugal. The intervention took place in an authentic classroom context around a final role-play simulation (“shopping”), supported by digital tools for out-of-class work. The assessment design combined an analytic rubric with four descriptors (communicative effectiveness, language use, discourse level and accuracy), individual self-assessment after out-of-class video viewing, peer assessment, and teacher assessment, followed by comparison of ratings and goal setting. Quantitative results (N=30) show positive overall performance (teacher M=14.75, SD=1.65, 0–20 scale) but a systematic rating gap: self-ratings were higher than teacher ratings (self M=16.96, SD=1.70; Teacher−Self: M=-2.21, SD=2.07; t(29)=-5.85, p=0.000002; d_z=-1.07). Across descriptors, the largest gap occurred in Communicative Effectiveness (Teacher−Self = −3.33), followed by Language Use (−2.67), Discourse Level (−1.67) and Accuracy (−1.17). Student reflections suggest that video viewing supported diagnosis of weaknesses and the formulation of concrete improvement goals, while also highlighting heightened anxiety related to being recorded. Practical recommendations are provided for low-cost implementation and for reducing perceived threat while strengthening assessment literacy and self-regulation in L2 speaking.