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El. knyga: Interaction in Paired Oral Proficiency Assessment in Spanish: Rater and Candidate Input into Evidence Based Scale Development and Construct Definition

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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.
Acknowledgements v
List Of Tables xi
List Of Abbreviations xiii
Chapter 1 1(12)
1.1 Introduction
1(4)
1.1.1
Chapter Overview
1(1)
1.1.2 Rationale
1(2)
1.1.3 Context
3(1)
1.1.4 Statement Of The Problem
4(1)
1.2 Aims And Research Questions
5(3)
1.2.1 Aim Of Study
5(1)
1.2.2 Originality And Scope Of Die Study
6(1)
1.2.3 Research Approach
7(1)
1.3 The Studies
8(3)
1.3.1 Perceptions Of Peer Interaction In A Paired Test (Study 1)
8(1)
1.3.2 Developing A Data Based Empirical Rating Tend For Peer Interaction (Study 2)
9(1)
1.3.3 Research Design
9(2)
1.4 Overview
11(1)
1.5
Chapter Summary
12(1)
Chapter 2 Issues Relevant To Assessing Speaking In Pairs 13(38)
2.1 Introduction
13(11)
2.1.1
Chapter Overview
14(1)
2.1.2 Background To Testing Speaking In Pairs
15(2)
2.1.3 The Origin Of Tests In Pairs
17(1)
2.1.4 Group Oral Speaking Tests
18(2)
2.1.5 Support Far Paired And Group Interaction
20(1)
2.1.6 Paired And Group Tests In Use
21(1)
2.1.7 Issues With Paired Format
21(3)
2.2 Interlocutor Effects On Scores In Speaking Tests
24(5)
2.2.1 The Proficiency Effect
24(1)
2.2.2 The Familiarity Effect
25(2)
2.2.3 The Personality Effect
27(1)
2.2.4 Other Interlocutor Effects
28(1)
2.3 Interlocutor Effects On Discourse
29(6)
2.3.1 Interlocutor Effects Out Discourse In Interviews
29(2)
2.3.2 Interlocutor Effect's On Discourse In A Paired Task
31(1)
2.3.3 Increased functions In Paired Or Group Tasks
32(2)
2.3.4 Conversation Management In Peer Tasks
34(1)
2.4 Developing Rating Scales
35(10)
2.4.1 Evidence-Based Scale Development
41(1)
2.4.2 Data Based Scale Methodology: Issues With Ebb Rating Scales
41(2)
2.4.3 Validating Scales Through Verbal Protocol Analysis
43(2)
2.5 The Assessment Of Communicative Interaction for Pairs And Groups
45(2)
2.6 Concluding Discussion
47(2)
2.7
Chapter Summary
49(2)
Chapter 3 Assessing The Paired Test: Motivation And Methodology 51(14)
3.1 Introduction And
Chapter Overview
51(1)
3.2 Rationale for the Introduction of the Paired test in the Spanish program
51(2)
3.3 Context for the Task Trial before Main Study
53(4)
3.3.1 Test Procedure
55(1)
3.3.2 The Rating Criteria For The Trial
56(1)
3.4 Outcomes of the Trial of the Paired Task
57(2)
3.4.1 Implications Of The Trial Of The Test Task On The Main Study
57(1)
3.4.2 Task Success
58(1)
3.4.3 Site Adoption Of Paired Oral Interaction
58(1)
3.4.4 The Consensual Scale
59(1)
3.5 Research Motivation
59(2)
3.5.1 Motivation For Study 1 Part A
59(1)
3.5.2 Motivation For Study 1 Part B
60(1)
3.5.3 Motivation For Study 2
60(1)
3.6 Overview of Methodology
61(2)
3.6.1 Methodology Study 1 Part A
61(1)
3.6.2 Methodology Study 1 Part B
62(1)
3.6.3 Methodology Study 2
62(1)
3.7
Chapter Summary
63(2)
Chapter 4 Rater Orientation To Peer Interaction In Speaking Tests (Study 1: Part A) 65(18)
4.1
Chapter Overview And Introduction
65(1)
4.1.1 Overview
65(1)
4.1.2 Introduction
65(1)
4.2 The Study: Participant Selection Procedure
65(3)
4.2.1 Candidates: Beginner Spanish Language Students
66(1)
4.2.2 Raters: Spanish Language Specialists
67(1)
4.3 Data Collection
68(7)
4.3.1 Verbal Report Dam Collection
68(1)
4.3.2 Transcribing Verbal Reports
69(6)
4.3.2.1 Segmenting Protocols
70(1)
4.3.2.2 Developing An Encoding Scheme: Thematic Analysis
71(3)
4.3.2.3 Calculating Encoder Reliability
74(1)
4.3.2.4 Categories Reduced As A Result Of Intercoder Reliability
74(1)
4.4 Analysing Data
75(5)
4.4.1 Non-Verbal Interpersonal Communication
75(1)
4.4.2 Interactive Listening
76(2)
4.4.3 Interactional Management
78(2)
4.4.4 Interaction Irrelevant Observation
80(1)
4.5 Synthesis Of Findings And
Chapter Summary
80(3)
4.5.1 Synthesis Of Findings: Raters' Views An Successful Interaction
80(2)
4.5.2
Chapter Summary
82(1)
Chapter 5 Candidate Orientation To Peer Interaction (Study I Part 13) 83(22)
5.1
Chapter Overview And Introduction
83(1)
5.1.1
Chapter Overview
83(1)
5.1.2 Introduction
83(1)
5.2 Methodology
84(5)
5.2.1 Participants
84(1)
5.2.2 The Verbal Protocol Collection
85(1)
5.2.3 Transcribing Verbal Reports
86(1)
5.2.4 Segmenting
86(2)
5.2.5 Calculating Encoder Reliability
88(1)
5.3 Data Analysis
89(9)
5.3.1 Non-Verbal Interpersonal Communication
89(3)
5.3.1.1 Gesture
89(1)
5.3.1.2 Gaze
90(1)
5.3.1.3 Laughter
90(1)
5.3.1.4 Body Position
91(1)
5.3.1.5 Facial Expression
91(1)
5.3.2 Interactive Listening
92(1)
5.3.2.1 Comprehension
92(1)
5.3.3 Interactional Management
93(4)
5.3.3.1 Topic Change
94(1)
5.3.3.2 Turn Organization
95(1)
5.3.3.3 Turn Length
96(1)
5.3.4 Other Candidate Reflections: A Comment About Pairs
97(1)
5.3.4.1 Preparation
97(1)
5.3.4.2 Linguistic Comments
97(1)
5.4 Synthesis of Findings: Dependency In Interactional Management
98(3)
5.4.1 Co-Dependent
98(1)
5.4.2 Inter-Reliant
99(1)
5.4.3 Inter-Dependent
100(1)
5.5 Mapping The Two Data Sets Part A And B
101(2)
5.5.1 Differences Between Rulers' And Test Takers' Orientation To Peer Interaction
101(1)
5.5.2 Similarities In Awareness Between Raters And Test Takers
102(1)
5.6
Chapter Summary
103(2)
Chapter 6 Developing A Data Based Rating Procedure From Observed Peer Interaction (Study 2) 105(24)
6.1
Chapter Overview and Introduction
105(1)
6.1.1
Chapter Overview
105(1)
6.1.2 Introduction
105(1)
6.2 Review Of Research Context And Site
105(2)
6.2.1 Developing Empirical Rating Allies
105(1)
6.2.2 Rating Paired Sinus
106(1)
6.2.3 Review Of The Site
107(1)
6.3 Methodology
107(7)
6.3.1 The Ebb Scaling Procedure
107(3)
6.3.2 Adaptations Of The EBB Procedure
110(2)
6.3.2.1 Adaptation 1: The Individual Fertilization Stage
110(1)
6.3.2.2 Adaptation 2: The Provision Of The Reduced Content Analysis Data
111(1)
6.3.2.3 Adaptation 3: Consensus Moderation Of The Scales
112(1)
6.3.3 Participants In Rating Scale Workshop
112(2)
6.4 Scale Development with EBB Procedure
114(7)
6.4.1 EBB Step
1. A Single Question Fur The Nip Air The Hierarchy
114(2)
6.4.2 EBB Step
2. Questions Far Level 2 Of The Hierarchy
116(1)
6.4.3 EBB Step
3. A Cluster Become A Level
117(1)
6.4.4 EBB Step
4. Developing The EBB Model
117(3)
6.4.5 EBB Step
5. Writing A Score Level Description
120(1)
6.5 Discussion: Rating Co-Constructed Performance
121(4)
6.5.1 Decision Making for Co-Constructed Performances
121(3)
6.5.2 The Separability Issue
124(1)
6.6 Mapping Study 2 On The Scale And Study 1 On the Orientation
125(1)
6.7 Conclusion And
Chapter Summary
126(3)
Chapter 7 Discussion 129(14)
7.1
Chapter Overview And Introduction
129(1)
7.1.1
Chapter Overview
129(1)
7.1.2 Introduction
129(1)
7.2 Review of the two studies and research questions
129(4)
7.2.1 Review Of Study 1
130(1)
7.2.1.1 Study 1 Part A: Rater Verbal Protocol
130(1)
7.2.1.2 Study I Part B: Candidate Verbal Protocol
130(1)
7.2.2 Review Of Study 2
131(1)
7.2.2.1 Evidence-Based Scale Development
131(1)
7.2.3 Research Gunshot's
132(1)
7.3 Summary Of Study 1
133(4)
7.3.1 Part A. Orientation To Peer Interaction: Rater Verbal Protocols
133(1)
7.3.1.1 Interpersonal non-verbal Communication
133(1)
7.3.1.2 Interactive Listening
133(1)
7.3.1.3 Interactional Management
134(1)
7.3.2 Part B. Orientation To Peer Interaction: Candidate Stimulated Verbal Recall
134(3)
7.4 Summary Of Study 2
137(2)
7.4.1 Scale Levels
137(1)
7.4.2 Discussion And Interpretation Of Study 2
138(1)
7.5 Interpretation And Discussion Of Findings
139(1)
7.5.1 Mapping Of The Protocol Data Sets
139(1)
7.5.2 Mapping The Scale Study And Orientation
139(1)
7.6 Implications
140(1)
7.7 Conclusion And
Chapter Summary
141(2)
7.7.1 Conclusions
141(1)
7.7.2
Chapter Summary
142(1)
Chapter 8 Conclusion 143(6)
8.1 Introduction
143(1)
8.2 Summary Of Two Studies And Findings
143(1)
8.3 Differences Between This Study And Precursors
144(1)
8.4 Methodological Implications
145(1)
8.4.1 Implications For The Field
146(1)
8.5 Limitations Of The Study
146(2)
8.5.1 Limitations Of Participants In The Sample
147(1)
8.6 Further Research
148(1)
List Of References 149(8)
Appendices 157
Appendix 1 Trial task rating criteria (before devising rating scale for interaction)
157(1)
Appendix 2 Task trial Spanish oral transcription with English gloss
158(7)
Appendix 3 Final band scales to which paired interaction grid is added.
165(2)
Appendix 4 Ethics permission
167(1)
Appendix 5 La Trobe University Ethics clearance
168(1)
Appendix 6 Workshop guide used in Spanish
169(2)
Appendix 7 The three Verbal Protocols from Rater 4 on pairs 7, 8 and 9
171(3)
Appendix 8 Candidate Stimulated Retrospective Verbal Protocols
174
Ana Maria Ducasse holds a PhD in Applied Linguistics, lectures and is head of program in Spanish at La Trobe University in Australia. Prior to this she taught and managed ESL programs. Teaching first Italian, then ESL, and now Spanish kindled an interest in second language acquisition, in particular spoken language. Experience as an IELTS assessor developed a parallel interest in language testing which has become a major research focus.
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