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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Towards new avenues for the IELTS Speaking Test: insights from examiners’ voices
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Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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Task parallelness: investigating the difficulty of two spoken narrative tasks
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Opening the black box: exploring automated speaking evaluation ; Issues in Language Testing Around the World: Insights for Language Test Users.
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Abstract:
The rapid advances in speech processing and machine learning technologies have attracted language testers’ strong interest in developing automated speaking assessment in which candidate responses are scored by computer algorithms rather than trained human examiners. Despite its increasing popularity, automatic evaluation of spoken language is still shrouded in mystery and technical jargon, often resembling an opaque "black box" that transforms candidate speech to scores in a matter of minutes. Our chapter explicitly problematizes this lack of transparency around test score interpretation and use and asks the following questions: What do automatically derived scores actually mean? What are the speaking constructs underlying them? What are some common problems encountered in automated assessment of speaking? And how can test users evaluate the suitability of automated speaking assessment for their proposed test uses? In addressing these questions, the purpose of our chapter is to explore the benefits, problems, and caveats associated with automated speaking assessment touching on key theoretical discussions on construct representation and score interpretation as well as practical issues such as the infrastructure necessary for capturing high quality audio and the difficulties associated with acquiring training data. We hope to promote assessment literacy by providing the necessary guidance for users to critically engage with automated speaking assessment, pose the right questions to test developers, and ultimately make informed decisions regarding the fitness for purpose of automated assessment solutions for their specific learning and assessment contexts. ; https://www.springer.com/gp/open-access/publication-policies/self-archiving-policy archiving AAM permitted with 24m embargo
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Keyword:
language assessment; learning technology; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1007/978-981-33-4232-3 http://hdl.handle.net/10547/624618
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Re-engineering a speaking test used for university admissions purposes: considerations and constraints: the case of IELTS
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Analysing multi-person discourse in group speaking tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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Investigating the use of language functions for validating speaking test specifications
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The IELTS Speaking Test: what can we learn from examiner voices?
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Academic speaking: does the construct exist, and if so, how do we test it?
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A comparison of holistic, analytic, and part marking models in speaking assessment
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Validating speaking test rating scales through microanalysis of fluency using PRAAT
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Motivating Students to Talk: TED Conference in University-Based Chinese Language Classrooms
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In: Chinese Language Teaching Methodology and Technology (2019)
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Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
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