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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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Facilitating Willingness to Communicate (WTC): Communication for Academic and Social Life (CASL)
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In: Theses and Dissertations Available from ProQuest (2017)
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Objectives, Goals, and Formative Assessment in the Oral English Proficiency Program
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In: Theses and Dissertations Available from ProQuest (2017)
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Measuring fluency: Temporal variables and pausing patterns in L2 English speech
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In: Theses and Dissertations Available from ProQuest (2016)
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Developing L2 reading fluency: Implementation of an assisted repeated reading program with adult ESL learners
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In: Theses and Dissertations Available from ProQuest (2016)
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Second language writing instructor written feedback practices in an ESL freshman composition class: A complexity theory perspective
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In: Theses and Dissertations Available from ProQuest (2015)
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The processing of formulaic language on elicited imitation tasks by second language speakers
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In: Theses and Dissertations Available from ProQuest (2015)
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Making the cut: Indiana school accountability and English learner test performance
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In: Theses and Dissertations Available from ProQuest (2014)
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Effects of pragmatic task features, English proficiency, and learning setting on Chinese ESL/EFL spoken performance of requests
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In: Theses and Dissertations Available from ProQuest (2014)
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| 14 |
Relationships between lexical proficiency and L2 oral proficiency
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In: Theses and Dissertations Available from ProQuest (2014)
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Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles
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In: Theses and Dissertations Available from ProQuest (2014)
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Accountability Lessons for Indiana Schools Serving English Learners
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In: INTESOL Journal; Vol. 11 No. 1 (2014) ; 2373-8936 (2014)
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Development and implementation of an ESL classroom assessment of face-to-face conversational interaction
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In: Theses and Dissertations Available from ProQuest (2012)
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Abstract:
Knowledge of local norms and conventions of interaction and ability to use them appropriately as well as the ability to negotiate meaning with interlocutors are important for ESL graduate students and prospective teaching assistants in an English-speaking university context. The interactive communication (IC) assessment using a paired student conversation task was developed for Purdue's Oral English Proficiency Program to supplement a curriculum that focused mainly on academic language and classroom teaching presentations. The main goal of this formative classroom assessment is to help students improve face-to-face interaction skills in English, including negotiation of meaning, active listening, and conversation management; and to give OEPP instructors a broader view of students' ability to communicate in English in interactive contexts. Recordings of paired student IC assessment conversations were studied and transcribed to determine if assessment goals and criteria corresponded to actual student performances, and to provide evidence for further development and validation of the IC assessment. Results and evidence from this study were used to revise assessment goals and criteria, to provide examples and benchmarks for instruction and rating, and to revise the assessment rating scale and scoring guidelines. All existing criteria were found to be relevant but reference to body language was found to be lacking. The assessment rating scale was changed from a five-point to a three-point scale. Rater orientation was carried out to familiarize raters with the new scale. Raters' scores and written comments were studied to see if raters could agree to a reasonable extent on how to interpret and apply the scale, and if individual raters could use the entire scale and follow scoring guidelines consistently. Reasonable agreement was found, but raters did not often use the lowest point on the scale. The final study looked at results of a student course survey which used a Likert scale and contained items on student attitudes about the IC and use of IC skills outside of the classroom. Survey responses indicated that most students valued and liked the IC assessment, and especially liked having conversations with classmates. Most students indicated that they used the IC skills outside of the classroom, and that IC conversation practice had made them better listeners, had allowed them to develop better relationships with classmates, and had made them more comfortable conversing in English with acquaintances outside of the classroom. Implications are that interaction skills developed during practice conversations in the classroom are portable to other contexts of interaction; and that greater comfort conversing in English may lead to development of relationships with local English speakers, which can be an effective pathway for improving interactive competence and overall oral English proficiency.
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Keyword:
Educational tests & measurements|English as a Second Language|Curriculum development
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URL: https://docs.lib.purdue.edu/dissertations/AAI3545283
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A many-facet Rasch analysis of rater effects on an Oral English Proficiency Test
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In: Theses and Dissertations Available from ProQuest (2010)
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