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On topic validity in speaking tests
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Abstract:
Topics are often used as a key speech elicitation method in performance-based assessments of spoken language, and yet the validity and fairness issues surrounding topics are surprisingly under-researched. Are different topics ‘equivalent’ or ‘parallel’? Can some topics bias against or favour individuals or groups of individuals? Does background knowledge of topics have an impact on performance? Might the content of test taker speech affect their scores – and perhaps more importantly, should it? Grounded in the real-world assessment context of IELTS, this volume draws on original data as well as insights from empirical and theoretical research to address these questions against the backdrop of one of the world’s most high-stakes language tests. This volume provides: * an up-to-date review of theoretical and empirical literature related to topic and background knowledge effects on second language performance * an accessible and systematic description of a mixed methods research study with explanations of design, analysis, and interpretation considerations at every stage * a comprehensive and coherent approach for building a validity argument in a given assessment context. The volume also contributes to critiques of recent models of communicative competence with an over-reliance on linguistic features at the expense of more complex aspects of communication, by arguing for an expansion of current definitions of the speaking construct emphasising the role of content of speech as an important – yet often neglected – feature. ; not passing full text to repository - copyright CUP and not required for REF
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Keyword:
academic speaking; language assessment; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/625304
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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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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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