Learners in an upper intermediate level Japanese language class were assigned collaborative assessment activity to improve their speech performance. Creating assessment criteria about good speech for this class, the learners discussed about the perspective and the feature of quality of their speech, to assess their speech performance. After self-assessment and assessment by others using the assessment criteria, the learners reflect their speech, and attempt to improve their speech. While developing assessment criteria collaboratively, learners specify their perspective according to the need for speech improvement and verbalizing the criteria for understanding the speech performance.
