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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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Abstract:
This research presents the development of an online speaking test of English for students at the end of primary and beginning of secondary school education in state schools in Uruguay. Following the success of the Plan Ceibal one computer-tablet per child initiative, there was a drive to further utilize technology to improve the language ability of students, particularly in speaking, where the majority of students are at CEFR levels pre-A1 and A1. The national concern over a lack of spoken communicative skills amongst students led to a decision to develop a new speaking test, specifically tailored to local needs. This paper provides an overview of the speaking test development and validation project designed with the following objectives in mind: to establish, track, and report annually learners’ achievements against the Common European Framework of Reference for Languages (CEFR) targeting CEFR levels pre-A1 to A2, to inform teaching and learning, and to promote speaking practice in classrooms. Results of a three-phase mixed-methods study involving small-scale and large-scale trials with learners and examiners as well as a CEFRlinking exercise with expert panelists will be reported. Different sources of evidence will be brought together to build a validity argument for the test. The paper will also focus on some of the challenges involved in assessing young learners and discuss how design decisions, local knowledge and expertise, and technological innovations can be used to address such challenges with implications for other similar test development projects. ; not in Sherpa Romeo but https://www.tesolunion.org/ says "IJTS is an Open Access journal and all published papers are licensed under the Creative Commons Attribution License 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, or to use them for any other lawful purpose. Authors retain copyrights and full publishing rights without restrictions." Can add final pdf when published.
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Keyword:
English language assessment; second language; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL); Uruguay
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URL: http://hdl.handle.net/10547/625316
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Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ... : Drama in education days 2019 ...
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Dramapädagogik-Tage 2019. Conference proceedings of the 5th annual conference on performative language teaching and learning ; Drama in education days 2019
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In: 2021, 188 S. (2021)
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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
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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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Library and Information Science Integrated Language Teaching Approach and Students’ Achievement in English Grammar
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In: Library Philosophy and Practice (e-journal) (2021)
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Bombast Bombardment and Dense Syntax versus Effective Communication and Language Teaching in ESL Settings: Nigerian English Examples
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 229-242 (2021) (2021)
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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 1 (2021); 75-91 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 1 (2021); 75-91 ; 1920-1818 ; 1481-868X (2021)
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Toward a Cultural Competence in Creative Writing Pedagogies
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055 (2020)
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Truly, Madly, Deeply: Adverbs and ELLs
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In: Faculty Publications (2020)
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Writing in the ESL classroom: challenges, tasks, and feedback
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| 19 |
The Development of Interactive English Speaking Abilities in a Japanese University Context ...
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| 20 |
Linguistic shame and shaming: teacher awareness and English language teaching in Sri Lanka
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