Evaluating technology-mediated second language oral communication assessment delivery models

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2021-07-04 DOI:10.1080/0969594X.2021.1976106

G. Ockey, Reza Neiriz

引用次数: 3

Abstract

ABSTRACT As our understanding of the construct of oral communication (OC) has evolved, so have the possibilities of computer technology undertaking the delivery of tests that measure this ability. It is paramount to understand to what extent such developments lead to accurate, comprehensive, and useful assessment of OC. In this paper, we discuss five models of technology-delivered OC assessment that have appeared in the past three decades. We evaluate these models in terms of how well their respective methods aid in assessing OC. To achieve this aim, we use a framework which takes into account a contemporary view of OC ability, including the call for incorporating English as a lingua franca (ELF) considerations into English language assessment. The evaluation of the five models suggests strengths and weaknesses of each that should be considered when determining which is used for a particular purpose.

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评估技术介导的第二语言口头交流评估交付模式

随着我们对口语交际(OC)结构的理解不断发展，计算机技术也有可能承担测试口语交际能力的任务。最重要的是要了解这些发展在多大程度上导致对OC的准确、全面和有用的评估。在本文中，我们讨论了过去三十年中出现的技术交付OC评估的五种模型。我们根据它们各自的方法在评估OC方面的帮助程度来评估这些模型。为了实现这一目标，我们使用了一个框架，该框架考虑了当代对英语能力的看法，包括将英语作为通用语言(ELF)考虑纳入英语语言评估的呼吁。对这五种模型的评估表明，在确定用于特定目的时应考虑每种模型的优缺点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.