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Developing tools for learning oriented assessment of interactional competence: bridging theory and practice

Research Output: Contribution to journal Article Peer-review

Open access

Abstract

In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test. Six trained examiners provided stimulated verbal reports (n=72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analyzed the verbal reports to inform a draft checklist and materials, which were then trialled by four experienced teachers. Informed by both data sources, the final product comprised (a) a detailed IC checklist with nine main categories and over 50 sub-categories, accompanying detailed description of each area and feedback to learners, which teachers can adapt to suit their teaching and testing contexts, and (b) a concise IC checklist with four categories and bite-sized feedback for real-time classroom assessment. IC, a key aspect of face-to-face communication, is under-researched and under-explored in second/foreign language teaching, learning, and assessment contexts. This in-depth treatment of it, therefore, stands to contribute to learning contexts through raising teachers’ and learners’ awareness of micro-level features of the construct, and to assessment contexts through developing a more comprehensive understanding of the construct.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 165-188

Journal (Volume, Issue Number)

Language Testing (Volume 37, Issue 2)

Publication milestones

  • Accepted/In press - 02/09/2019
  • Published - 01/10/2019

Publication status

Published - 01/10/2019

ISSN

0265-5322

External Publication IDs

  • handle.net: 10547/623509
  • Scopus: 85074255983

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