1 |
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
|
|
|
|
Abstract:
A list of language functions is usually included in task-based speaking test specifications as a useful tool to describe target output language of test-takers, to define TLU domains, and to specify task demands. Such lists are, however, often constructed intuitively and they also tend to focus solely on the types of function to be elicited and ignore the ways in which each function is realised across different levels of proficiency (Green, 2012). The study reported in this chapter is a part of a larger-scale test revision project for Trinity’s Integrated Skills in English (ISE) spoken examinations. Analysing audio-recordings of 32 performances on the ISE spoken examination both quantitatively and qualitatively, the aims of this study are (a) to empirically validate lists of language functions in the test specifications of the operational, large-scale, task-based examinations, (b) to explore the usefulness and potential of function analysis as a test task validation method, and (c) to contribute to a better understanding of varied test-taker language that is used to generate language functions.
|
|
Keyword:
language testing; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
|
|
URL: https://doi.org/10.1007/978-981-16-4226-5 http://hdl.handle.net/10547/625331
|
|
BASE
|
|
Hide details
|
|
2 |
The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Towards new avenues for the IELTS Speaking Test: insights from examiners’ voices
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
|
|
|
|
BASE
|
|
Show details
|
|
5 |
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
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Task parallelness: investigating the difficulty of two spoken narrative tasks
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Investigating the use of language functions for validating speaking test specifications
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Exploring the use of video-conferencing technology to deliver the IELTS Speaking Test: Phase 3 technical trial
|
|
|
|
BASE
|
|
Show details
|
|
11 |
The IELTS Speaking Test: what can we learn from examiner voices?
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Academic speaking: does the construct exist, and if so, how do we test it?
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Developing rubrics to assess the reading-into-writing skills: a case study
|
|
|
|
BASE
|
|
Show details
|
|
17 |
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
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Accuracy across proficiency levels: A learner corpus approach. Jennifer Thewissen. Presses Universitaires de Louvain, Lougain-la-Neuve, Belgium (2015). 342pp.
|
|
|
|
BASE
|
|
Show details
|
|
20 |
A comparative study of the variables used to measure syntactic complexity and accuracy in task-based research
|
|
|
|
BASE
|
|
Show details
|
|
|
|