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

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.