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Language assessment literacy for learning-oriented language assessment

Research Output: Contribution to journal Article Peer-review

Open access

Abstract

A small-scale and exploratory study explored a set of authentic speaking test video samples from the Cambridge: First (First Certificate of English) speaking test, in order to learn whether, and where, opportunities might be revealed in, or inserted into formal speaking tests, order to provide language assessment literacy opportunities for language teachers teaching in test preparation courses as well as teachers training to become speaking test raters. By paying particular attention to some basic components of effective interaction that we would want an examiner or interlocutor to exhibit if they seek to encourage interactive responses from test candidates. Looking closely at body language (in particular eye contact; intonation, pacing and pausing), management of turn-taking, and elicitation of candidate-candidate interaction we saw ways in which a shift in focus to view tests as learning opportunities is possible: we call this new focus learning-oriented language assessment (LOLA).

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 88-111

Journal (Volume, Issue Number)

Papers in Language Testing and Assessment (Volume 6, Issue 1)

Publication milestones

  • Published - 16/12/2017

Publication status

Published - 16/12/2017

ISSN

2201-0009

External Publication IDs

  • handle.net: 10547/622445

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