{"title":"Evaluating technology-mediated second language oral communication assessment delivery models","authors":"G. Ockey, Reza Neiriz","doi":"10.1080/0969594X.2021.1976106","DOIUrl":null,"url":null,"abstract":"ABSTRACT As our understanding of the construct of oral communication (OC) has evolved, so have the possibilities of computer technology undertaking the delivery of tests that measure this ability. It is paramount to understand to what extent such developments lead to accurate, comprehensive, and useful assessment of OC. In this paper, we discuss five models of technology-delivered OC assessment that have appeared in the past three decades. We evaluate these models in terms of how well their respective methods aid in assessing OC. To achieve this aim, we use a framework which takes into account a contemporary view of OC ability, including the call for incorporating English as a lingua franca (ELF) considerations into English language assessment. The evaluation of the five models suggests strengths and weaknesses of each that should be considered when determining which is used for a particular purpose.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"1 1","pages":"350 - 368"},"PeriodicalIF":2.7000,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2021.1976106","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT As our understanding of the construct of oral communication (OC) has evolved, so have the possibilities of computer technology undertaking the delivery of tests that measure this ability. It is paramount to understand to what extent such developments lead to accurate, comprehensive, and useful assessment of OC. In this paper, we discuss five models of technology-delivered OC assessment that have appeared in the past three decades. We evaluate these models in terms of how well their respective methods aid in assessing OC. To achieve this aim, we use a framework which takes into account a contemporary view of OC ability, including the call for incorporating English as a lingua franca (ELF) considerations into English language assessment. The evaluation of the five models suggests strengths and weaknesses of each that should be considered when determining which is used for a particular purpose.
期刊介绍：
Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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