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Interaction in Paired Oral Proficiency Assessment in Spanish

Rater and Candidate Input into Evidence Based Scale Development and Construct Definition

Series:

Ana Maria Ducasse

Defining the construct of interaction for paired assessment purposes has been difficult, despite the evolution of our view of language to include the social perspective of co-construction, and the fact that such discourse is increasingly taught and assessed. In this volume three sequenced studies define interaction in paired oral assessment through the verbal protocols of learners of Spanish and their assessors. Assessors then scale performances from videoed test performance data resulting in the development of an evidence based rating process which includes non-verbal interpersonal communication, interactive listening and interactional management.

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Chapter 6: Developing a data based rating procedure from observed peer interaction (Study 2)

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6.1 Chapter overview and introduction 6.1.1 Chapter overview This chapter introduces the second study, which is concerned with developing a data based scale from observed peer interaction. Section 6.2 reviews the re- search context and site, and the methodology is described in section 6.3. The scale development procedure is described in section 6.4, including the adapta- tion of Upshur and Turner’s (1996) method. In the final section there is a discus- sion. 6.1.2 Introduction As was detailed in Study 1 Part A and B utilized Verbal Protocol analysis to ex- plore orientation towards interaction between candidates in a paired oral. Think aloud Verbal Protocols were elicited from university tutors and lecturers, who were Spanish L2 specialists and raters, and from candidates who were L2 Span- ish beginner students. The results from the analysis of both sets of protocols: those of the raters and candidates, uncovered the key features that reflected the view of the majority of the participants. The purpose of Study 2 is to take the key features from Study 1 and further define them through a data based process of scale development. This practical procedure involves an empirical scale development process, using teachers as scale-maker and experts. 6.2 Review of research context and site Two strands of research provide the background to this study. One strand, in section 6.2.1, is the development of rating scales, and in particular data based scales. (Recall that the concept of data based scale was introduced in Chapter 2 on issues relevant to...

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