# Digital Technologies for the Assessment of Oral English Skills
## 7 Results
### Third Evaluation  
The evaluation of the piloting was carried out using two tools; this evaluation process was carried out between April and June 2022. Unlike previous evaluations, the piloting evaluation aimed to collect feedback from the teachers involved in the development of AROSE, once the platform had been implemented and was ready to use. As we said before, teachers' opinions were analysed by means of a registration form and a final questionnaire. These tools allowed us to collect quantitative and qualitative feedback from teachers about the platform, with the intention of answering specific questions derived from specific experiences.  
Figure 4: Evaluation phase 2. Educational issues.  
The final questionnaire shared many questions with the one already applied to the partners in the previous phase. The data extracted from the pilot questionnaire showed the responses of 19 users, with a minimum sample of four teachers from the four participating countries.  
The main results of the piloting were:  
* The level most commonly used (75%) was for a B2 and 50% of the time for the final assessment. Most of the participants uploaded new resources to the platform and created rubrics, in addition to having used the ones available on the platform. The level of satisfaction with the platform was good, although several technical elements for improvement were suggested, mainly regarding the gradebook and adding possibilities to manage students' data.
* Students section: A total of 12 of the total number of participants claimed to have added a student sometimes, followed by 5 participants who claimed to add students often, which was 26.31% of the total number of participants surveyed.
* Resources: The number of participants using resources three to five was in the majority. The majority of the surveyed participants answered that they have added a new resource at some time, more precisely 10 out of 19 participants.
* Rubrics. In relation to this tool, we found different answers, from five respondents who said that they have never added a new rubric to seven respondents who said they added rubrics sometimes, making up 36.84% of the total. On the other hand, three respondents said that they rarely add a new rubric, and three others said that they do it often. Most of the participants rated this usefulness with a value equal to or higher than 3, with 47.37% of the total number of participants claiming to have used the AROSE rubrics at some time. However, only one person claimed to use it normally, although five of the participants claimed to use AROSE rubrics often.
* Gradebook: The majority of respondents claimed to have set up a gradebook at some point in time, accounting for 47.36% of the total.
* Chat and forum: Teachers thought it was useful, but they were the tools least used in the piloting process.  
When asked about the educational possibilities of the platform, in general, it was evaluated positively, especially highlighting the resources and rubrics.  
The answers given, both on the scale at the quantitative level and in the answers provided by the students, were taken into consideration for the improvement of the platform, in order to optimise its applicability as much as possible.  
Following these results, suggestions from the partners were collected and indicated to the computer scientist for implementation. Specifically, it was indicated:  
* Improve student registration.
* Clarify and simplify the use of gradebooks and rubrics.
* Improve and update the tutorial.  
In the following table (Table 2), we include the research phases and the main description of results.