Developing tools for learning oriented assessment of interactional competence: bridging theory and practice

2.50
Hdl Handle:
http://hdl.handle.net/10547/623509
Title:
Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
Authors:
May, L.; Nakatsuhara, Fumiyo; Lam, Daniel M. K. ( 0000-0003-3451-7158 ) ; Galaczi, Evelina D. ( 0000-0001-8269-8462 )
Abstract:
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test.  Six trained examiners provided stimulated verbal reports (n=72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analyzed the verbal reports to inform a draft checklist and materials, which were then trialled by four experienced teachers. Informed by both data sources, the final product comprised (a) a detailed IC checklist with nine main categories and over 50 sub-categories, accompanying detailed description of each area and feedback to learners, which teachers can adapt to suit their teaching and testing contexts, and (b) a concise IC checklist with four categories and bite-sized feedback for real-time classroom assessment. IC, a key aspect of face-to-face communication, is under-researched and under-explored in second/foreign language teaching, learning, and assessment contexts. This in-depth treatment of it, therefore, stands to contribute to learning contexts through raising teachers’ and learners’ awareness of micro-level features of the construct, and to assessment contexts through developing a more comprehensive understanding of the construct.
Citation:
May L, Nakatsuhara F, Lam D, Galaczi E (2019) 'Developing tools for learning oriented assessment of interactional competence: bridging theory and practice', Language Testing, (), pp.-.
Publisher:
SAGE Publications
Journal:
Language Testing
Issue Date:
1-Oct-2019
URI:
http://hdl.handle.net/10547/623509
Additional Links:
https://journals.sagepub.com/home/ltj
Type:
Article
Language:
en
ISSN:
0265-5322
Sponsors:
Cambridge English Funded Research Programme, Round 7 (2016-2017)
Appears in Collections:
English language learning and assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorMay, L.en
dc.contributor.authorNakatsuhara, Fumiyoen
dc.contributor.authorLam, Daniel M. K.en
dc.contributor.authorGalaczi, Evelina D.en
dc.date.accessioned2019-10-03T12:31:48Z-
dc.date.available2019-10-03T12:31:48Z-
dc.date.issued2019-10-01-
dc.identifier.citationMay L, Nakatsuhara F, Lam D, Galaczi E (2019) 'Developing tools for learning oriented assessment of interactional competence: bridging theory and practice', Language Testing, (), pp.-.en
dc.identifier.issn0265-5322-
dc.identifier.urihttp://hdl.handle.net/10547/623509-
dc.description.abstractIn this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test.  Six trained examiners provided stimulated verbal reports (n=72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analyzed the verbal reports to inform a draft checklist and materials, which were then trialled by four experienced teachers. Informed by both data sources, the final product comprised (a) a detailed IC checklist with nine main categories and over 50 sub-categories, accompanying detailed description of each area and feedback to learners, which teachers can adapt to suit their teaching and testing contexts, and (b) a concise IC checklist with four categories and bite-sized feedback for real-time classroom assessment. IC, a key aspect of face-to-face communication, is under-researched and under-explored in second/foreign language teaching, learning, and assessment contexts. This in-depth treatment of it, therefore, stands to contribute to learning contexts through raising teachers’ and learners’ awareness of micro-level features of the construct, and to assessment contexts through developing a more comprehensive understanding of the construct.en
dc.description.sponsorshipCambridge English Funded Research Programme, Round 7 (2016-2017)en
dc.language.isoenen
dc.publisherSAGE Publicationsen
dc.relation.urlhttps://journals.sagepub.com/home/ltjen
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.subjectspeakingen
dc.subjectinteractionen
dc.subjectX162 Teaching English as a Foreign Language (TEFL)en
dc.titleDeveloping tools for learning oriented assessment of interactional competence: bridging theory and practiceen
dc.typeArticleen
dc.identifier.journalLanguage Testingen
dc.date.updated2019-10-03T12:23:11Z-
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