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Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
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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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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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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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How much does test-takers’ listening proficiency matter in oral interview tests?
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The impact on candidates of examiner interventions in oral interview tests
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Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
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Examiner interventions in oral interview tests: what are the listening demands they make upon candidates?
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Assessment of candidates' interactional competence using group oral tests
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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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Effects of pre-task planning on paired oral test performance: a case of beginning EFL learners
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Effects of the number of participants on group oral test performance
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Exploring the use of video-conferencing technology to deliver the IELTS Speaking Test: Phase 3 technical trial
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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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