视频会议口语测试:它们测量的结构与面对面测试相同吗?

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.2021.1951163

Fumiyo Nakatsuhara, C. Inoue, Vivien Berry, E. Galaczi

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引用次数: 3

摘要

摘要本文研究了雅思口语考试视频会议和面对面考试两种模式在成绩和考生语言功能方面的可比性。数据收集自10名训练有素的雅思考官和99名考生，他们在面对面和视频会议的条件下进行了两次口语测试。多面拉希模型(MFRM)对考试成绩的分析表明，传递方式对考生的成绩没有显著影响。对语言功能的考察表明，除了要求澄清外，这两种模式同样引出了相同的语言功能。在视频会议模式下，更多的考生提出澄清要求(63.3%)，而在面对面模式下(26.7%)。根据研究结果以及实际意义，我们扩展了关于视频会议演讲评估的新兴思维以及这种模式本身的相关特征。

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Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?

ABSTRACT This paper investigates the comparability between the video-conferencing and face-to-face modes of the IELTS Speaking Test in terms of scores and language functions generated by test-takers. Data were collected from 10 trained IELTS examiners and 99 test-takers who took two speaking tests under face-to-face and video-conferencing conditions. Many-facet Rasch Model (MFRM) analysis of test scores indicated that the delivery mode did not make any meaningful difference to test-takers’ scores. An examination of language functions revealed that both modes equally elicited the same language functions except asking for clarification. More test-takers made clarification requests in the video-conferencing mode (63.3%) than in the face-to-face mode (26.7%). Drawing on the findings, as well as practical implications, we extend emerging thinking about video-conferencing speaking assessment and the associated features of this modality in its own right.

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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.