The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
Issue Date
2022-02-10Subjects
speakingEnglish language assessment
second language
Uruguay
Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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This research presents the development of an online speaking test of English for students at the end of primary and beginning of secondary school education in state schools in Uruguay. Following the success of the Plan Ceibal one computer-tablet per child initiative, there was a drive to further utilize technology to improve the language ability of students, particularly in speaking, where the majority of students are at CEFR levels pre-A1 and A1. The national concern over a lack of spoken communicative skills amongst students led to a decision to develop a new speaking test, specifically tailored to local needs. This paper provides an overview of the speaking test development and validation project designed with the following objectives in mind: to establish, track, and report annually learners’ achievements against the Common European Framework of Reference for Languages (CEFR) targeting CEFR levels pre-A1 to A2, to inform teaching and learning, and to promote speaking practice in classrooms. Results of a three-phase mixed-methods study involving small-scale and large-scale trials with learners and examiners as well as a CEFRlinking exercise with expert panelists will be reported. Different sources of evidence will be brought together to build a validity argument for the test. The paper will also focus on some of the challenges involved in assessing young learners and discuss how design decisions, local knowledge and expertise, and technological innovations can be used to address such challenges with implications for other similar test development projects.Citation
Khabbazbashi N, Nakatsuhara F, Inoue C, Kaplan G, Green A (2022) 'The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations', International Journal of TESOL Studies, 4 (1), pp.141-168.Additional Links
https://doi.org/10.46451/ijts.2022.01.10Type
ArticleLanguage
enISSN
2632-6779EISSN
2633-6898ae974a485f413a2113503eed53cd6c53
10.46451/ijts.2022.01.10
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