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Is Instructional Scaffolding a Better Strategy for Teaching Writing to EFL Learners? A Functional MRI Study in Healthy Young Adults
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In: Brain Sciences ; Volume 11 ; Issue 11 (2021)
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42 |
Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
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In: Languages; Volume 6; Issue 4; Pages: 204 (2021)
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Abstract:
Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for the National English Speaking Test (NEST) are offered to teachers, who act as raters of their own students’ performances on this high-stakes L2 English oral proficiency (OP) test. Despite guidelines, teachers commonly construct their own NEST scoring rubric. The present study aims to unveil teachers-as-raters’ conceptualizations, as these emerge from the self-made scoring rubrics, and possible transformations of policy. Data consist of 20 teacher-generated scoring rubrics used for assessing NEST (years 6 and 9). Rubrics were collected via personal networks and online teacher membership groups. Employing content analysis, data were analysed qualitatively to examine (i) what OP sub-skills were in focus for assessment, (ii) how sub-skills were conceptualized, and (iii) scoring rubric design. Results showed that the content and design of rubrics were heavily influenced by the official assessment guidelines, which led to broad consensus about what to assess—but not about how to assess. Lack of consensus was particularly salient for interactive skills. Analysis of policy transformations revealed that teachers’ self-made templates, in fact, lead to an analytic rather than a holistic assessment practice.
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Keyword:
analytic assessment; ATD; English as a second/foreign language; high-stakes testing; holistic assessment; interaction strategies; language assessment; oral proficiency; scoring rubrics; teachers-as-raters
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URL: https://doi.org/10.3390/languages6040204
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45 |
Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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46 |
THE ROLE OF METACOGNITIVE KNOWLEDGE AND INFERENCE MAKING IN SECOND LANGUAGE READING ...
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47 |
Perfil del profesor de inglés en Chile : quién es y qué enseña
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48 |
English and the Languages of Algeria: Suggestions towards a New Language Policy
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49 |
Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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50 |
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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51 |
Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
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52 |
The specifics of creating foreign language environment as a successful journey in educational process
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53 |
The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency
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54 |
The Impact of Task Modality on Collaborative Tasks in English Foreign Language Contexts : Language-Related Episodes
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55 |
Beyond the avatar: Using video cameras to achieve effective collaboration in an online second language classroom
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In: Journal of University Teaching & Learning Practice (2021)
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56 |
Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom
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In: Journal of University Teaching & Learning Practice (2021)
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57 |
Social workers' management of child interpreting: a qualitative study
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58 |
A Case Study of EFL Learners’ Identity and Investment in a Private Educational Company in China
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In: Electronic Thesis and Dissertation Repository (2021)
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59 |
Chimamanda Ngozi Adichie's Olikoye a design-of-materials proposal to introduce literature in the EFL classroom
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60 |
Introducing Active Learning Strategies in the EFL Secondary Education Classroom: A Didactic Proposal
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