Equity in L2 English oral assessment: Criterion-based facts or works of fiction?
2016 (English)In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 15, no 2, 113-131 p.Article in journal (Refereed) Published
For assessment to be equitable, it is central that teachers/raters perceive and apply grade criteria similarly. However, in assessing L2 oral proficiency in paired tests, raters mustgrade test-takers individually on a joint interaction performance. With a conversation analytic approach, we examine closely one recording from a 9th-grade national test of L2English with an aim to uncover some aspects that underpin vastly divergent assessments (as assigned by three raters) of one test-taker. Findings pointing to issues such as moral stance, rater experiences, and the interlocutor effect are discussed in light of equity in L2 oral proficiency testing and assessment.
Place, publisher, year, edition, pages
2016. Vol. 15, no 2, 113-131 p.
assessment; equity; L2 oral proficiency; testing; speaking tests; L2; ESL; EFL; morality; interactional competence;turn-taking
Specific Languages Didactics
Research subject English
IdentifiersURN: urn:nbn:se:kau:diva-43520OAI: oai:DiVA.org:kau-43520DiVA: diva2:941635