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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Evaluating the relationship between CHC factors and independent living skills in college students
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Ретроспективный анализ проблемы оценки способностей к иностранному языку ... : RETROSPECTIVE ANALYSIS OF THE PROBLEM OF ASSESSMENT OF FOREIGN LANGUAGE ABILITIES ...
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Intelligence as a psychological mechanism for ecotheory of creativity
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The Effects of a Behavioral Momentum Blending Intervention on the Accuracy of Textual and Spelling Responses Emitted by Preschool Students with Blending Difficulties
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Underestimated Swiss STEM potential? : Bright light on an international PISA comparison
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In: Cogent Education ; 5 (2018), 1. - 1443373. - Taylor and Francis. - eISSN 2331-186X (2018)
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"That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class
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In: Dissertations and Theses (2016)
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Using Reading CBM to Predict Performance on Smarter Balanced Assessment
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In: Theses, Dissertations and Capstones (2016)
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Developing a c-test to measure language ability as an alternative to a skills-based test Ingrid Sarapuu, Ene Alas
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 237-252 (2016) (2016)
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Consistency in performance in the group oral discussion test: an interactional competence perspective
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Abstract:
Theoretical thesis. ; Bibliography: pages 374-392 ; Language teaching institutions may require a dependable test of conversational ability to assess student development and encourage communication in the curriculum. The group oral test (GOT) is a format in which three or four test-takers discuss a prompt for up to ten minutes that has the potential to do this. Using Interactional Competence (IC) as its foundation and a mixed-methods research (MMR) framework, this dissertation traces 53 Japanese university students’ performance over three administrations in two years to investigate the test’s appropriacy as a tool of assessment for their conversational ability. The quantitative phase of the study measured the participants’ performance using indices of complexity, accuracy, fluency, vocabulary and interactive functions and found varying developmental patterns: most indices showed significant improvement only in the second administration, while others showed gains in just the third administration, and some improved in each successive administration. Overall, gains made in the second administration had larger effect sizes than in the third administration. However, the scores awarded showed that students only improved significantly in the second administration. The qualitative phase of the study adapted Young’s Interactional Competence (IC) framework (2009, 2011) to investigate a subsample of eight test-takers to investigate the extent that students’ performances were represented by the quantitative indices and their scores. The qualitative analysis illuminated the consistent and variable elements in the students’ performances, and revealed the difficulties the raters had of scoring individuals independently of their IC displayed relative to the group’s performance: higher level test-takers could be scored overgenerously for being the best in their group, and lower level students rewarded for being tested with supportive group members. Among the implications for the GOT are that students of similar abilities should be grouped together, rating scales need to reflect the higher order conversational skills identified by this study, and the raters need to be aware of situations in which their interpretation of the rating scales may be compromised. ; Mode of access: World wide web ; 1 online resource (xvi, 434 pages) graphs, tables
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Keyword:
accuracy; complexity; Conversation -- Ability testing; fluency; group oral discussion; interactional competence; interactive function; mixed methods research; Oral examinations; speaking assessment; TESOL
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URL: http://hdl.handle.net/1959.14/1067634
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| 13 |
Understanding the role of oral vocabulary in reading comprehension difficulties
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| 14 |
The Visual Elements of Computer-based Language Assessment: Aspects and Effects
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
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An Interview with Professor Antony Kunnan
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 67-68 (2015) (2015)
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Learning-Oriented Assessment: The Learning Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 47-49 (2015) (2015)
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Language Assessment in Practice
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 41-46 (2015) (2015)
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Future Directions in Pragmatics Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 43-45 (2015) (2015)
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Determining and supporting the reading comprehension and metalinguistic abilities of undergraduate pre-service teachers.
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Social studies progress monitoring and intervention for middle school students
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