Download e-book for iPad: Assessing Foreign Language Students’ Spoken Proficiency: by Martin East

By Martin East

ISBN-10: 9811003017

ISBN-13: 9789811003011

ISBN-10: 9811003033

ISBN-13: 9789811003035

This ebook provides an in‐depth learn of review innovation and its effect on educating and studying. The context is New Zealand, and the point of interest is extra languages except English and the hot creation of a thorough new review of scholars’ spoken talent, referred to as have interaction. The publication crosses the conventional theoretical and methodological obstacles linked to language checking out study, which makes a speciality of review functionality, and provides another strategy the place stakeholders turn into the centre of curiosity. It advances our knowing of the way review innovation affects on key teams - lecturers and scholars in faculties - according to information amassed from a considerable two‐year learn undertaking. It offers an account of those stakeholders’ perceptions of the validity and usability of the hot evaluation compared to the extra conventional try out that it has changed. Assessing international Language scholars' Spoken talent makes an exceptional and unique contribution to the sphere of moment and international language instructing, delivering a conception and research-based account of the advance of a learner-centred method of oral talent evaluate. it's a huge source for lecturers and instructor educators in addition to evaluation and curriculum experts around the globe. It merits to be greatly read.

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Extra resources for Assessing Foreign Language Students’ Spoken Proficiency: Stakeholder Perspectives on Assessment Innovation

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X Hedge, T. (2000). Teaching and learning in the language classroom. Oxford, England: Oxford University Press. Higgs, T. V. ). (1984). Teaching for proficiency: The organizing principle. Lincolnwood, IL: National Textbook Company. Hunter, D. (2009). Communicative language teaching and the ELT Journal: a corpus-based approach to the history of a discourse. Unpublished doctoral thesis. University of Warwick, Warwick, England. Kane, M. J. (2002). Validating high-stakes testing programs. Educational Measurement: Issues and Practice, 21(1), 31–42.

How are they applied? ). Reliability is also concerned with the consistency with which a given assessment can measure the construct in comparison with a different assessment that aims to measure the same construct (parallel forms) or with the same assessment completed at a different time (test-retest). Again, with regard to measuring a spoken communicative proficiency construct, the relevant questions are: can we be satisfied that the process of awarding the scores is adequate to tell us how well students are able to perform relative to the construct?

In Chaps. 2 and 3 I explore issues that confront New Zealand’s converse versus interact scenario that have relevance to Messick’s (1989) two potential threats to construct validity. I summarise the essential issues below. With regard to construct under-representation, it may be proposed that the old converse test did not adequately represent the construct of spoken communicative proficiency that the test would ideally have measured. If this is the case, performances on tests such as converse do not reveal candidates’ true abilities to converse in the target language.

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Assessing Foreign Language Students’ Spoken Proficiency: Stakeholder Perspectives on Assessment Innovation by Martin East

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