Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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AbstractThis paper investigates the comparability between the video-conferencing and face-to-face modes of the IELTS Speaking Test in terms of scores and language functions generated by test-takers. Data were collected from 10 trained IELTS examiners and 99 test-takers who took two speaking tests under face-to-face and video-conferencing conditions. Many-facet Rasch Model (MFRM) analysis of test scores indicated that the delivery mode did not make any meaningful difference to test-takers’ scores. An examination of language functions revealed that both modes equally elicited the same language functions except asking for clarification. More test-takers made clarification requests in the video-conferencing mode (63.3%) than in the face-to-face mode (26.7%). Drawing on the findings, as well as practical implications, we extend emerging thinking about video-conferencing speaking assessment and the associated features of this modality in its own right.
CitationNakatsuhara F, Inoue C, Berry V, Galaczi E (2021) 'Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?', Assessment in Education, 28 (4), pp.369-388.
JournalAssessment in Education
SponsorsThe IELTS Partners
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