Studies in Language Assessment最新文献_第4页

Contextualised judgements: A comparison of the rating criteria used to judge oral presentations in higher education and speaking performances in the TOEFL iBT™ 情境化评判:高等教育中用于评判口头陈述和托福网考口语表现的评分标准的比较

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/jwid1797

A. Ducasse, Annie Brown

{"title":"Contextualised judgements: A comparison of the rating criteria used to judge oral presentations in higher education and speaking performances in the TOEFL iBT™","authors":"A. Ducasse, Annie Brown","doi":"10.58379/jwid1797","DOIUrl":"https://doi.org/10.58379/jwid1797","url":null,"abstract":"This study investigates assessment within oral academic assessment tasks, specifically focusing on the criteria used by discipline specialists and comparing them with those used to assess performance on TOEFL iBTTM speaking tasks. Three pairs of tutors from three faculties took part in verbal report sessions where they watched, rated and discussed the performances of ten native and ten non-native students completing first-year university oral assessment tasks in their discipline. The verbal report sessions were audio recorded, transcribed and segmented into meaning-based units prior to thematic analysis. The features which emerged from the analysis were compared with those described within the TOEFL speaking rubrics. The analysis found that while there were some broad similarities in the focus there were also marked differences. Two of the three TOEFL strands (delivery and content) were well-represented in the academic tasks assessments rubrics and tutor discussion. However, the quality of the non-native students’ language was only of concern when it was perceived as interfering with the student’s ability to communicate. An additional focus in the assessment of university tasks was the use of academic skills, prompts and aids, non-verbal communication and engagement with the audience.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81410553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Testing interactional competence: Patterned yet dynamic aspects of L2 interaction 测试互动能力:第二语言互动的模式和动态方面

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/cotx7322

Thorsten Huth

引用次数: 1

P. Seedhouse & F. Nakatsuhara. The Discourse of the IELTS Speaking Test: Interactional design and practice P. Seedhouse & F. Nakatsuhara。雅思口语考试语篇:互动设计与实践

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/liyg6723

Shih-Chang Chen

引用次数: 0

N. Jones & N. Saville. Learning Oriented Assessment: A Systemic Approach (Vol. 45) 琼斯和萨维尔。以学习为导向的评估:一个系统的方法(第45卷)

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/qcir4834

Ruijin Yang

引用次数: 1

Where Conversation Analysis meets Language Assessment: Toward expanding epistemologies and validity evidence 对话分析与语言评估:走向扩展认识论和有效性证据

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/dyki2461

S. Youn, A. R. Burch

引用次数: 5

A preliminary look at the impact of spell checker use during an L2 English writing assessment 在二语英语写作评估中使用拼写检查器的初步影响

Studies in Language Assessment Pub Date : 2020-01-01 DOI: 10.58379/seqz3214

Ikkyu Choi, Yeonsuk Cho

{"title":"A preliminary look at the impact of spell checker use during an L2 English writing assessment","authors":"Ikkyu Choi, Yeonsuk Cho","doi":"10.58379/seqz3214","DOIUrl":"https://doi.org/10.58379/seqz3214","url":null,"abstract":"Spell checkers are popular among writers but are seldom used or studied in second language (L2) writing assessment contexts. Little is known about how L2 test takers use spell checkers or how their responses are impacted by spell checker use. Making a first step towards addressing this knowledge gap was the goal of this study. We aimed to gain a preliminary understanding of L2 test takers’ spell checker use and its impact with a total of 61 adult English learners who responded to two computer-delivered English writing tasks. Half were randomly selected to be provided with a built-in spell checker. The resulting responses and keystroke logs from the test takers were analyzed to examine their spell checker use and its impact on the product and process of their writing. The test takers who chose to use the spell checker were highly comparable to those who did not use it in terms of their general English proficiency. A series of regression analyses indicated that the spell checker users, on average, wrote fewer words and made fewer spelling errors than those who did not use it. The spell checker users also tended to write at a slower pace for one of the two tasks.","PeriodicalId":29650,"journal":{"name":"Studies in Language Assessment","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87929517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using DIALANG to track English language learners' progress over time 使用DIALANG跟踪英语学习者的学习进度

Studies in Language Assessment Pub Date : 2019-01-01 DOI: 10.58379/qfsp2110

Nantia Kektsidou, Dina Tsagari

引用次数: 1

A.E. Tyler, L. Ortega, M. Uno & H.I. Park (eds.) Usage inspired L2 Instruction: Researched Pedagogy A.E. Tyler, L. Ortega, M. Uno和H.I. Park(编)使用启发的第二语言教学:研究型教学法

Studies in Language Assessment Pub Date : 2019-01-01 DOI: 10.58379/qntb4949

Ivy Chen

引用次数: 6

Examining test fairness across gender in a computerised reading test: A comparison between the Rasch-based DIF technique and MIMIC 在计算机化阅读测试中检查测试公平性:基于rasch的DIF技术和MIMIC之间的比较

Studies in Language Assessment Pub Date : 2019-01-01 DOI: 10.58379/nvft3338

Xuelian Zhu, Vahid Aryadoust