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Direct linkOckey, Gary J.; Neiriz, Reza – Assessment in Education: Principles, Policy & Practice, 2021
As our understanding of the construct of oral communication (OC) has evolved, so have the possibilities of computer technology undertaking the delivery of tests that measure this ability. It is paramount to understand to what extent such developments lead to accurate, comprehensive, and useful assessment of OC. In this paper, we discuss five…
Descriptors: Speech Communication, Computer Assisted Testing, Speech Tests, English (Second Language)
Zhang, Lin; Jin, Yan – Assessment in Education: Principles, Policy & Practice, 2021
The computer-based College English Test-Spoken English Test (CET-SET) in China incorporates interactional competence in its construct by using a non-face-to-face paired discussion task. To build validity arguments for this unique computer-mediated interactive task, the present study investigated the impact of delivery mode on test performance in…
Descriptors: Computer Assisted Testing, English (Second Language), Language Tests, Communicative Competence (Languages)
de Jong, Nivja H.; Pacilly, Jos; Heeren, Willemijn – Assessment in Education: Principles, Policy & Practice, 2021
Fluency in terms of speed of speech and (lack of) hesitations such as silent and filled pauses ('uhm's) is part of oral proficiency. Language assessment rubrics therefore include aspects of fluency. Measuring fluency, however, is highly time-consuming because of the manual labour involved. The current paper aims to automatically measure aspects of…
Descriptors: Language Fluency, Speech Skills, Second Languages, Indo European Languages
Davis, Larry; Papageorgiou, Spiros – Assessment in Education: Principles, Policy & Practice, 2021
Human raters and machine scoring systems potentially have complementary strengths in evaluating language ability; specifically, it has been suggested that automated systems might be used to make consistent measurements of specific linguistic phenomena, whilst humans evaluate more global aspects of performance. We report on an empirical study that…
Descriptors: Scoring, English for Academic Purposes, Oral English, Speech Tests
Joe, Jilliam N.; Harmes, J. Christine; Hickerson, Corey A. – Assessment in Education: Principles, Policy & Practice, 2011
In recent years, there has been a growth in the use of rater cognitive data to inform test development and validity arguments. In this study, we examined differences in feature attention and categorisation between experienced and inexperienced raters for a college-level assessment of oral communication. The focus was two-fold: (a) rater cognition…
Descriptors: Scoring, Speech Communication, Scoring Rubrics, Attention
Galaczi, Evelina D.; ffrench, Angela; Hubbard, Chris; Green, Anthony – Assessment in Education: Principles, Policy & Practice, 2011
The process of constructing assessment scales for performance testing is complex and multi-dimensional. As a result, a number of different approaches, both empirically and intuitively based, are open to developers. In this paper we outline the approach taken in the revision of a set of assessment scales used with speaking tests, and present the…
Descriptors: Speech Communication, Research Methodology, Foreign Countries, Statistical Analysis
