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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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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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Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
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Task parallelness: investigating the difficulty of two spoken narrative tasks
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Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
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Investigating the use of language functions for validating speaking test specifications
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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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Measuring L2 speaking
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Abstract:
This chapter on measuring L2 speaking has three main focuses: (a) construct representation, (b) test methods and task design, and (c) scoring and feedback. We will briefly trace the different ways in which speaking constructs have been defined over the years and operationalized using different test methods and task features. We will then discuss the challenges and opportunities that speaking tests present for scoring and providing feedback to learners. We will link these discussions to the current understanding of SLA theories and empirical research, learning oriented assessment approaches and advances in educational technology. ; "Chapters from all our books are eligible for green open access.Each individual author or contributor can also choose to upload one chapter from the ‘Accepted Manuscript’ (AM). An AM is typically the post-contract but pre-production (i.e. not copy –edited, proofread or typeset) Word Document/PDF of the chapter. Authors may upload the AM chapter to a personal or departmental website immediately after publication of the book - this includes posting to Facebook, Google groups, and LinkedIn, and linking from Twitter. Authors can also post the AM book chapter to an institutional or subject repository or to academic social networks like Mendeley, ResearchGate, or Academia.edu after an embargo period of 18 months for Humanities and Social Sciences books or 12 months for STEM books." https://www.routledge.com/info/open_access/by_the_chapter
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Keyword:
language assessment; language testing; speaking; X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/623351
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Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
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Developing rubrics to assess the reading-into-writing skills: a case study
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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
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Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
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Accuracy across proficiency levels: A learner corpus approach. Jennifer Thewissen. Presses Universitaires de Louvain, Lougain-la-Neuve, Belgium (2015). 342pp.
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A comparative study of the variables used to measure syntactic complexity and accuracy in task-based research
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