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Applying the socio-cognitive framework: gathering validity evidence during the development of a speaking test ; Lessons and Legacy: A Tribute to Professor Cyril J Weir (1950–2018)
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Abstract:
This chapter describes how Weir’s (2005; further elaborated in Taylor (Ed) 2011) socio-cognitive framework for validating speaking tests guided two a priori validation studies of the speaking component of the Test of English for Academic Purposes (TEAP) in Japan. In this chapter, we particularly reflect upon the academic achievements of Professor Cyril J Weir, in terms of: • the effectiveness and value of the socio-cognitive framework underpinning the development of the TEAP Speaking Test while gathering empirical evidence of the construct underlying a speaking test for the target context • his contribution to developing early career researchers and extending language testing expertise in the TEAP development team. ; This project was funded and supported by Eiken Foundation of Japan. ; policy at https://www.cambridge.org/core/services/open-access-policies/open-access-books/green-open-access-policy-for-books - single chapter may be archived, 6m embargo
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Keyword:
academic speaking; English language assessment; mixed-methods research; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/624513
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Development of empirically driven checklists for learners’ interactional competence
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Validating speaking test rating scales through microanalysis of fluency using PRAAT
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Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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26 |
Researching metadiscourse markers in candidates’ writing at Cambridge FCE, CAE and CPE levels
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27 |
Effects of pre-task planning time on paired oral test performance
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Aspects of fluency across assessed levels of speaking proficiency
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29 |
Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
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30 |
Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
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32 |
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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33 |
Aspects of fluency across assessed levels of speaking proficiency
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34 |
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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35 |
The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
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36 |
The discourse of the IELTS Speaking Test : interactional design and practice
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37 |
Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
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38 |
Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
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Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
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Investigating examiner interventions in relation to the listening demands they make on candidates in oral interview tests ; Emerging issues in the assessment of second language listening
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