Interaction in paired oral proficiency assessment in Spanish: rater and candidate input into evidence based scale development and construct definition
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Frankfurt am Main ; New York
Peter Lang
2010
|
| Schriftenreihe: | Language testing and evaluation
20 |
| Schlagworte: | |
| Online-Zugang: | Volltext Inhaltsverzeichnis |
| Beschreibung: | Print version record |
| Beschreibung: | 1 online resource (xiii, 184 pages) illustrations |
| ISBN: | 9783653053937 3653053935 9783631613344 3631613342 |
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| 245 | 1 | 0 | |a Interaction in paired oral proficiency assessment in Spanish |b rater and candidate input into evidence based scale development and construct definition |c Ana Maria Ducasse |
| 264 | 1 | |a Frankfurt am Main ; New York |b Peter Lang |c 2010 | |
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Datensatz im Suchindex
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| adam_text | TABLE OF CONTENTS
ACKNOWLEDGEMENTS V
LIST OF TABLES _.* ........................... ..
................................ XI
LIST OF ABBREVIATIONS XIII
CHAPTER 1 1
1.1 INTRODUCTION 1
1.1.1 CHAPTER OVERVIEW 7
1.1.2 RATIONALE /
1.1.3 CONTEXT 3
1.1.4 STATEMENT OF THE PROBLEM 4
1.2 AIMS AND RESEARCH QUESTIONS 5
1.2.1 AIM OF STUDY 5
1.2.2 ORIGINALITY AND SCOPE OF THE STUDY 6
1.2.3 RESEARCH APPROACH 7
1.3 TLIESTUDIES 8
1.3.1 PERCEPTIONS OF PEER INTERACTION IN A PAIRED TEST {STUDY 1) 8
1.3.2 DEVELOPING A DALA BASED EMPIRICAL RATING TOOL FOR PEER INTERACTION
(STUDY 2) 9
1.3.3 RESEARCH DESIGN 9
1.4 OVERVIEW 11
1.5 CHAPTER SUMMARY 12
CHAPTER 2: ISSUES RELEVANT TO ASSESSING SPEAKING IN PAIRS 13
2.1 INTRODUCTION 13
2.1.1 CHAPTER OVERVIEW 14
2.1.2 BACKGROUND TO TESTING SPEAKING IN PAIRS 15
2.1.3 THE ORIGIN OF TESTS IN PAIRS. 17
2.1.4 GROUP ORAL SPEAKING TESTS 18
2.1.5 SUPPORT FOR PAIRED AND GROUP INTERACTION 20
2.1.6 PAIRED AND GROUP TESTS IN USE 21
2.1.7 ISSUES WITH PAIRED FORMAT 21
2.2 INTERLOCUTOR EFFECTS ON SCORES IN SPEAKING TESTS 24
2.2.1 THE PROFICIENCY EFFECT 24
2.2.2 THE FAMILIARITY EFFECT 25
2.2.3 THE PERSONALITY EFFECT 27
2.2.4 OTHER INTERLOCUTOR EFFECTS 28
2.3 INTERLOCUTOR EFFECTS ON DISCOURSE 29
2.3.1 INTERLOCUTOR EFFECTS ON DISCOURSE IN INTERVIEWS 29
2.3.2 INTERLOCUTOR EFFECTS ON DISCOURSE IN A PAIRED TASK 57
2.3.3 INCREASED FUNCTIONS IN PAIRED OR GROUP TASKS 32
2.3.4 CONVERSATION MANAGEMENT IN PEER TASKS 34
2.4 DEVELOPING RATING SCALES 35
2.4.1 EVIDENCE-BASED SCALE DEVELOPMENT 41
2.4.2 DATA BASED SCALE METHODOLOGY: ISSUES WITH EBB RATING SCALES. 41
2.4.3 VALIDATING SCALES THROUGH VERBAL PROTOCOL ANALYSIS 43
2.5 THE ASSESSMENT OF COMMUNICATIVE INTERACTION POR PAIRS AND GROUPS 45
2.6 CONCLUDING DISCUSSION 47
2.7 CHAPTER SUMMARY 49
CHAPTER 3: ASSESSING THE PAIRED TEST: MOTIVATION AND METHODOLOGY 51
3.1 INTRODUCTION AND CHAPTER OVERVIEW 51
3.2 RATIONALE POR THE INTRODUCTION OFTIIE PAIRED TEST IN THESPANISH
PROGRAM 51
3.3 CONTEXT FOR THE TASK TRIAL BEFORE MAIN STUDY 53
3.3.1 TEST PROCEDURE 55
3.3.2 THE RATING CRITERIA FOR THE TRIAL 56
3.4 OUTCOMES OFTHE TRIAL OFTHE PAIRED TASK 57
BIBLIOGRAFISCHE INFORMATIONEN
HTTP://D-NB.INFO/1007221631
DIGITALISIERT DURCH
3.4.1 IMPLICATIONS OFTHE TRIAL OFTHE TEST TASK ON THE MAIN STUDY 57
3.4.2 TASK SUCCESS 5*
3.4.3 SITE ADOPTION OF PAIRED ORAL INTERACTION 58
3.4.4 THE CONSENSUAL SCALE 59
3.5 RESEARCH MOTIVATION 59
3.5.1 MOTIVATION FOR STUDY 1 PART A 59
3.5.2 MOTIVATION FOR STUDY 1 PART B 60
3.5.3 MOTIVATION FOR STUDY 2 60
3.6 OVERVIEW OF METHODOLOGY 61
3.6.1 METHODOLOGY STUDY 1 PART A 61
3.6.2 METHODOLOGY STUDY 1 PART B 62
3.6.3 METHODOLOGY STUDY 2 62
3.7 CHAPTER SUMMARY 63
CHAPTER 4: RATER ORIENTATION TO PEER INTERACTION IN SPEAKING TESTS
(STUDY 1:
4.1 CHAPTER OVERVIEW AND INTRODUCTION 65
4.1.1 OVERVIEW 65
4.1.2 INTRODUCTION 65
4.2 THE STUDY: PARTICIPANT SELECTION PROCEDURE 66
4.2.1 CANDIDATES: BEGINNER SPANISH LANGUAGE STUDENTS 66
4.2.2 RATERS: SPANISH LANGUAGE SPECIALISTS 67
4.3 DATA COLLECTION 68
4.3.1 VERBAL REPORT DATA COLLECTION 68
4.3.2 TRANSCRIBING VERBAL REPORTS 69
4.3.2.1 SEGMENTING PROTOCOLS 70
4.3.2.2 DEVELOPING AN ENCODING SCHEME: THEMATIC ANALYSIS 71
4.3.2.3 CALCULATING ENCODER RELIABILITY 74
4.3.2.4 CATEGORIES REDUCED AS A RESULT OF INTERCODER RELIABILITY 74
4.4 ANALYSING DATA 75
4.4.1 NON-VERBAL INTERPERSONAL COMMUNICATION 75
4.4.2 INTERACTIVE LISTENING 76
4.4.3 INTERACTIONAL MANAGEMENT. 78
4.4.4 INTERACTION IRRELEVANT OBSERVATION 80
4.5 SYNTHESIS OF FINDINGS AND CHAPTER SUMMARY 80
4.5.7 SYNTHESIS OF FINDINGS: RATERS VIEWS ON SUCCESSFUL INTERACTION 80
4.5.2 CHAPTER SUMMARY 82
CHAPTER 5: CANDIDATE ORIENTATION TO PEER INTERACTION (STUDY 1 PART B) 83
5.1 CHAPTER OVERVIEW AND INTRODUCTION 83
5.7.7 CHAPTER OVERVIEW 83
5.1.2 INTRODUCTION 83
5.2 METHODOLOGY 84
5.2.7 PARTICIPANTS 84
5.2.2 THE VERBAL PROTOCOL COLLECTION 85
5.2.3 TRANSCRIBING VERBAL REPORTS 86
5.2.4 SEGMENTING 86
5.2.5 CALCULATING ENCODER RELIABILITY 88
5.3 DATA ANALYSIS 89
5.5.7 NON-VERBAL INTERPERSONAL COMMUNICATION 89
5.3.1.1 GESTURE 89
5.3.1.2 GAZE 90
5.3.1.3 LAUGHTER 90
5.3.1.4 BODY POSITION 91
5.3.1.5 FACIAL EXPRESSION 91
5.3.2 INTERACTIVE LISTENING 92
5.3.2.1 COMPREHENSION 92
5.3.3 INTERACTIONAL MANAGEMENT. 93
5.3.3.1 TOPIC CHANGE 94
5.3.3.2 TURN ORGANIZATION 95
5.3.3.3 TURN LENGTH 96
5.3.4 OTHER CANDIDATE REFLECTIONS: A COMMENT ABOUT PAIRS 97
5.3.4.1 PREPARATION 97
5.3.4.2 LINGUISTIC COMMENTS 97
5.4 SYNTHESIS OF FINDINGS: DEPENDENCY IN INTERACTIONAL MANAGEMENT 98
5.4.1 CO-DEPENDENT 98
5.4.2 INTER-RELIANT 99
5.4.3 LNTER-DEPENDENL 100
5.5 MAPPING THE TWO DATA SETS PART A AND B 101
5.5.7 DIFFERENCES BETWEEN RATERS AND TEST TAKERS ORIENTATION TO PEER
INTERACTION 101
5.5.2 SIMILARITIES IN AWARENESS BETWEEN RATERS AND TEST TAKERS 702
5.6 CHAPTER SUMMARY 103
CHAPTER 6: DEVELOPING A DATA BASED RATING PROCEDURE FROM OBSERVED PEER
INTERACTION (STUDY 2) 105
6.1 CHAPTER OVERVIEW AND INTRODUCTION 105
6.7.7 CHAPTER OVERVIEW 705
6.7.2 INTRODUCTION 705
6.2 REVIEW OF RESEARCH CONTEXT AND SITE 105
6.2.7 DEVELOPING EMPIRICAL RATING SCALES 705
6.2.2 RATING PAIRED ORALS 706
6.2.5 REVIEW OFTHE SITE 707
6.3 METHODOLOGY 107
6.5.7 THE EBB SCALING PROCEDURE 707
6.5.2 ADAPTATIONS OF THE EBB PROCEDURE 7/0
6.3.2.1 ADAPTATION 1: THE INDIVIDUAL FAMILIARIZATION STAGE 7/0
6.3.2.2 ADAPTATION 2: THE PROVISION OFTHE REDUCED CONTENT ANALYSIS DATA.
7/7
6.3.2.3 ADAPTATION 3: CONSENSUS MODERATION OFTHE SCALES 7/2
6.3.3 PARTICIPANTS IN RATING SCALE WORKSHOP 7/2
6.4 SCALE DEVELOPMENT WITH EBB PROCEDURE 114
6.4.1 EBB STEP 1. A SINGLE QUESTION FOR THE TOP OFTHE HIERARCHY 114
6.4.2 EBB STEP 2. QUESTIONS FOR LEVEL 2 OF THE HIERARCHY.... 116
6.4.3 EBB STEP 3. A CLUSTER BECOMES A LEVEL. 117
6.4.4 EBB STEP 4. DEVELOPING THE EBB MODEL 117
6.4.5 EBB STEP 5. WRITING A SCORE LEVEL DESCRIPTION 720
6.5 DISCUSSION: RATING CO-CONSTRUCTED PERFORMANCE 121
6.5./ DECISION MAKING FOR CO-CONSTRUCTED PERFORMANCES 121
6.5.2 THE SEPARABILITY ISSUE 124
6.6 MAPPING STUDY 2 ON THESCALE AND STUDY L ON THE ORIENTATION 125
6.7 CONCLUSION AND CHAPTER SUMMARY 126
CHAPTER 7: DISCUSSION. .......... _._ ~ .... ......... _.*.
....................................... 129
7.1 CHAPTER OVERVIEW AND INTRODUCTION 129
7.7.7 CHAPTER OVERVIEW 129
7.1.2 INTRODUCTION 729
7.2 REVIEW OF THE TWO STUDIES AND RESEARCH QUESTIONS 129
7.2.1 REVIEW OF STUDY 1 750
7.2.7.7 STUDY 1 PART A: RATER VERBAL PROTOCOL 750
7.2.7.2 STUDY I PART B: CANDIDATE VERBAL PROTOCOL 750
7.2.2 REVIEW OF STUDY 2 131
7.2.2.7 EVIDENCE-BASED SCALE DEVELOPMENT 75/
7.2.3 RESEARCH QUESTIONS 752
7.3 SUMMARY OF STUDY 1 133
7.5.7 PART A. ORIENTATION TO PEER INTERACTION: RATER VERBAL PROTOCOLS
755
7.3.1.1 INTERPERSONAL NON-VERBAL COMMUNICATION 755
7.3.1.2 INTERACTIVE LISTENING 755
7.3.1.3 INTERACTIONAL MANAGEMENT 134
7.3.2 PART B. ORIENTATION TO PEER INTERACTION: CANDIDATE STIMULATED
VERBAL RECALL 134
7.4 SUMMARY OF STUDY 2 137
7.4.1 SCALE LEVELS 757
7.4.2 DISCUSSION AND INTERPRETATION OF STUDY 2 138
7.5 INTERPRETATION AND DISCUSSION OF FINDINGS 139
7.5.7 MAPPING OF THE PROTOCOL DATA SETS 759
7.5.2 MAPPING THE SCALE STUDY AND ORIENTATION 759
7.6 IMPLICATIONS 140
7.7 CONCLUSION AND CHAPTER SUMMARY 141
7.7.7 CONCLUSIONS 141
7.7.2 CHAPTER SUMMARY 742
CHAPTER 8: CONCLUSION 143
8.1 INTRODUCTION 143
8.2 SUMMARY OF TWO STUDIES AND FINDINGS 143
8.3 DIFFERENCES BETWEEN THIS STUDY AND PRECURSORS 144
8.4 METHODOLOGICAL IMPLICATIONS 145
&4.7 IMPLICATIONS FOR THE FIELD 746
8.5 LIMITATIONS OF THE STUDY 146
8.5.1 LIMITATIONS OF PARTICIPANTS IN THE SAMPLE 747
8.6 FURTHER RESEARCH 148
LIST OF REFERENCES... 149
APPENDICES 157
APPENDIX 1 TRIAL TASK RATING CRITERIA (BEFORE DEVISING RATING SCALE FOR
INTERACTION) 757
APPENDIX 2 TASK TRIAL SPANISH ORAL TRANSCRIPTION WITH ENGLISH GLOSS. 158
APPENDIX 5 FINAL BAND SCALES TO WHICH PAIRED INTERACTION GRID IS ADDED:
CRITERIOS PARA CALIFICAR LA
COMUNICACION ORAL 765
APPENDIX 4 ETHICS PERMISSION 767
APPENDIX 5 LA TROBE UNIVERSITY ETHICS CLEARANCE 168
APPENDIX 6 WORKSHOP GUIDE USED IN SPANISH 169
APPENDIX 7 THE THREE VERBAL PROTOCOLS FROM RATER 4 ON PAIRS 7, 8 AND 9
171
APPENDIX 8 CANDIDATE STIMULATED RETROSPECTIVE VERBAL PROTOCOLS 774
|
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| spelling | Ducasse, Ana Maria Verfasser aut Interaction in paired oral proficiency assessment in Spanish rater and candidate input into evidence based scale development and construct definition Ana Maria Ducasse Frankfurt am Main ; New York Peter Lang 2010 1 online resource (xiii, 184 pages) illustrations txt rdacontent c rdamedia cr rdacarrier Language testing and evaluation 20 Print version record Spanish language fast FOREIGN LANGUAGE STUDY / Spanish bisacsh Spanisch Spanish language Examinations, questions, etc Erscheint auch als Druck-Ausgabe Ducasse, Ana Maria Interaction in paired oral proficiency assessment in Spanish http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=927276 Aggregator Volltext DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028462295&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Ducasse, Ana Maria Interaction in paired oral proficiency assessment in Spanish rater and candidate input into evidence based scale development and construct definition Spanish language fast FOREIGN LANGUAGE STUDY / Spanish bisacsh Spanisch Spanish language Examinations, questions, etc |
| title | Interaction in paired oral proficiency assessment in Spanish rater and candidate input into evidence based scale development and construct definition |
| title_auth | Interaction in paired oral proficiency assessment in Spanish rater and candidate input into evidence based scale development and construct definition |
| title_exact_search | Interaction in paired oral proficiency assessment in Spanish rater and candidate input into evidence based scale development and construct definition |
| title_full | Interaction in paired oral proficiency assessment in Spanish rater and candidate input into evidence based scale development and construct definition Ana Maria Ducasse |
| title_fullStr | Interaction in paired oral proficiency assessment in Spanish rater and candidate input into evidence based scale development and construct definition Ana Maria Ducasse |
| title_full_unstemmed | Interaction in paired oral proficiency assessment in Spanish rater and candidate input into evidence based scale development and construct definition Ana Maria Ducasse |
| title_short | Interaction in paired oral proficiency assessment in Spanish |
| title_sort | interaction in paired oral proficiency assessment in spanish rater and candidate input into evidence based scale development and construct definition |
| title_sub | rater and candidate input into evidence based scale development and construct definition |
| topic | Spanish language fast FOREIGN LANGUAGE STUDY / Spanish bisacsh Spanisch Spanish language Examinations, questions, etc |
| topic_facet | Spanish language FOREIGN LANGUAGE STUDY / Spanish Spanisch Spanish language Examinations, questions, etc |
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