Contriving authentic interaction: task implementation and engagement in school-based speaking assessment in Hong Kong

2.50
Hdl Handle:
http://hdl.handle.net/10547/622428
Title:
Contriving authentic interaction: task implementation and engagement in school-based speaking assessment in Hong Kong
Authors:
Lam, Daniel M. K.; Yu, Guoxing; Jin, Yan
Other Titles:
Assessing Chinese Learners of English: Language Constructs, Consequences and Conundrums
Abstract:
This chapter examines the validity of the Group Interaction task in a school-based speaking assessment in Hong Kong from the perspectives of task implementation and authenticity of engagement. The new format is intended to offer a more valid assessment than the external examination by eliciting ‘authentic oral language use’ (HKEAA, 2009, p.7) in ‘low-stress conditions’ (p.3), and emphasizes the importance of flexibility and sensitivity to students’ needs in its implementation. Such a policy has then been translated into diverse assessment practices, with considerable variation in the amount of preparation time given to students. The present study draws on three types of data, namely 1) students’ discourse in the assessed interactions, 2) stimulated recall with students and teachers, and 3) a mock assessment, where the group interaction task, the preparation time, and the post-interview were all video-recorded. Results show that while the test discourse exhibits some features that ostensibly suggest authentic interaction, a closer examination of students’ pre-task planning activities reveals the contrived and pre-scripted nature of the interaction. Implications for the assessment of students’ interactional competence and recommendations for task implementation are discussed.
Affiliation:
University of Bedfordshire; University of Bristol; Shanghai Jiaotong University
Citation:
Lam DMK (2015) 'Contriving authentic interaction: Task implementation and engagement in school-based speaking assessment in Hong Kong', in Yu G, Jin Y (ed(s).). Assessing Chinese Learners of English: Language Constructs, Consequences and Conundrums, Basingstoke: Palgrave Macmillan pp.38-60.
Publisher:
Palgrave Macmillan
Issue Date:
1-Nov-2015
URI:
http://hdl.handle.net/10547/622428
DOI:
10.1057/9781137449788_3
Additional Links:
https://link.springer.com/chapter/10.1057/9781137449788_3
Type:
Book chapter
Language:
en
ISBN:
9781137449771
Appears in Collections:
English language learning and assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorLam, Daniel M. K.en
dc.contributor.authorYu, Guoxingen
dc.contributor.authorJin, Yanen
dc.date.accessioned2017-11-29T15:57:41Z-
dc.date.available2017-11-29T15:57:41Z-
dc.date.issued2015-11-01-
dc.identifier.citationLam DMK (2015) 'Contriving authentic interaction: Task implementation and engagement in school-based speaking assessment in Hong Kong', in Yu G, Jin Y (ed(s).). Assessing Chinese Learners of English: Language Constructs, Consequences and Conundrums, Basingstoke: Palgrave Macmillan pp.38-60.en
dc.identifier.isbn9781137449771-
dc.identifier.doi10.1057/9781137449788_3-
dc.identifier.urihttp://hdl.handle.net/10547/622428-
dc.description.abstractThis chapter examines the validity of the Group Interaction task in a school-based speaking assessment in Hong Kong from the perspectives of task implementation and authenticity of engagement. The new format is intended to offer a more valid assessment than the external examination by eliciting ‘authentic oral language use’ (HKEAA, 2009, p.7) in ‘low-stress conditions’ (p.3), and emphasizes the importance of flexibility and sensitivity to students’ needs in its implementation. Such a policy has then been translated into diverse assessment practices, with considerable variation in the amount of preparation time given to students. The present study draws on three types of data, namely 1) students’ discourse in the assessed interactions, 2) stimulated recall with students and teachers, and 3) a mock assessment, where the group interaction task, the preparation time, and the post-interview were all video-recorded. Results show that while the test discourse exhibits some features that ostensibly suggest authentic interaction, a closer examination of students’ pre-task planning activities reveals the contrived and pre-scripted nature of the interaction. Implications for the assessment of students’ interactional competence and recommendations for task implementation are discussed.en
dc.language.isoenen
dc.publisherPalgrave Macmillanen
dc.relation.urlhttps://link.springer.com/chapter/10.1057/9781137449788_3en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEnglish language assessmenten
dc.titleContriving authentic interaction: task implementation and engagement in school-based speaking assessment in Hong Kongen
dc.title.alternativeAssessing Chinese Learners of English: Language Constructs, Consequences and Conundrumsen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Bedfordshireen
dc.contributor.departmentUniversity of Bristolen
dc.contributor.departmentShanghai Jiaotong Universityen
dc.date.updated2017-11-29T15:51:58Z-
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