Topic and background knowledge effects on performance in speaking assessment

2.50
Hdl Handle:
http://hdl.handle.net/10547/622360
Title:
Topic and background knowledge effects on performance in speaking assessment
Authors:
Khabbazbashi, Nahal
Abstract:
This study explores the extent to which topic and background knowledge of topic affect spoken performance in a high-stakes speaking test. It is argued that evidence of a substantial influence may introduce construct-irrelevant variance and undermine test fairness. Data were collected from 81 non-native speakers of English who performed on 10 topics across three task types. Background knowledge and general language proficiency were measured using self-report questionnaires and C-tests respectively. Score data were analysed using many-facet Rasch measurement and multiple regression. Findings showed that for two of the three task types, the topics used in the study generally exhibited difficulty measures which were statistically distinct. However, the size of the differences in topic difficulties was too small to have a large practical effect on scores. Participants’ different levels of background knowledge were shown to have a systematic effect on performance. However, these statistically significant differences also failed to translate into practical significance. Findings hold implications for speaking performance assessment.
Citation:
Khabbazbashi N (2017) 'Topic and background knowledge effects on performance in speaking assessment', Language Testing, 34 (1), pp.23-48.
Publisher:
Sage
Journal:
Language Testing
Issue Date:
10-Aug-2015
URI:
http://hdl.handle.net/10547/622360
DOI:
10.1177/0265532215595666
Additional Links:
http://journals.sagepub.com/doi/pdf/10.1177/0265532215595666
Type:
Article
Language:
en
ISSN:
0265-5322
Appears in Collections:
English language learning and assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorKhabbazbashi, Nahalen
dc.date.accessioned2017-11-09T13:36:45Z-
dc.date.available2017-11-09T13:36:45Z-
dc.date.issued2015-08-10-
dc.identifier.citationKhabbazbashi N (2017) 'Topic and background knowledge effects on performance in speaking assessment', Language Testing, 34 (1), pp.23-48.en
dc.identifier.issn0265-5322-
dc.identifier.doi10.1177/0265532215595666-
dc.identifier.urihttp://hdl.handle.net/10547/622360-
dc.description.abstractThis study explores the extent to which topic and background knowledge of topic affect spoken performance in a high-stakes speaking test. It is argued that evidence of a substantial influence may introduce construct-irrelevant variance and undermine test fairness. Data were collected from 81 non-native speakers of English who performed on 10 topics across three task types. Background knowledge and general language proficiency were measured using self-report questionnaires and C-tests respectively. Score data were analysed using many-facet Rasch measurement and multiple regression. Findings showed that for two of the three task types, the topics used in the study generally exhibited difficulty measures which were statistically distinct. However, the size of the differences in topic difficulties was too small to have a large practical effect on scores. Participants’ different levels of background knowledge were shown to have a systematic effect on performance. However, these statistically significant differences also failed to translate into practical significance. Findings hold implications for speaking performance assessment.en
dc.language.isoenen
dc.publisherSageen
dc.relation.urlhttp://journals.sagepub.com/doi/pdf/10.1177/0265532215595666en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEnglish language assessmenten
dc.subjectX162 Teaching English as a Foreign Language (TEFL)en
dc.subjectlanguage assessmenten
dc.titleTopic and background knowledge effects on performance in speaking assessmenten
dc.typeArticleen
dc.identifier.journalLanguage Testingen
dc.date.updated2017-11-09T13:21:05Z-
This item is licensed under a Creative Commons License
Creative Commons
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.