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Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
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Learning oriented feedback in the development and assessment of interactional competence
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Development of empirically driven checklists for learners’ interactional competence
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Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
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Abstract:
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test. Six trained examiners provided stimulated verbal reports (n=72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analyzed the verbal reports to inform a draft checklist and materials, which were then trialled by four experienced teachers. Informed by both data sources, the final product comprised (a) a detailed IC checklist with nine main categories and over 50 sub-categories, accompanying detailed description of each area and feedback to learners, which teachers can adapt to suit their teaching and testing contexts, and (b) a concise IC checklist with four categories and bite-sized feedback for real-time classroom assessment. IC, a key aspect of face-to-face communication, is under-researched and under-explored in second/foreign language teaching, learning, and assessment contexts. This in-depth treatment of it, therefore, stands to contribute to learning contexts through raising teachers’ and learners’ awareness of micro-level features of the construct, and to assessment contexts through developing a more comprehensive understanding of the construct. ; Cambridge English Funded Research Programme, Round 7 (2016-2017)
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Keyword:
English language assessment; interaction; speaking; X162 Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1177/0265532219879044
http://hdl.handle.net/10547/623509
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Features of discourse and lexical richness at different performance levels in the APTIS speaking test
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