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Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?

*Corresponding author for this work
Research Output:
Contribution to journal
Article
 Peer-review

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Abstract

This paper investigates the comparability between the video-conferencing and face-to-face modes of the IELTS Speaking Test in terms of scores and language functions generated by test-takers. Data were collected from 10 trained IELTS examiners and 99 test-takers who took two speaking tests under face-to-face and video-conferencing conditions. Many-facet Rasch Model (MFRM) analysis of test scores indicated that the delivery mode did not make any meaningful difference to test-takers’ scores. An examination of language functions revealed that both modes equally elicited the same language functions except asking for clarification. More test-takers made clarification requests in the video-conferencing mode (63.3%) than in the face-to-face mode (26.7%). Drawing on the findings, as well as practical implications, we extend emerging thinking about video-conferencing speaking assessment and the associated features of this modality in its own right.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 369-388 (20 pages)

Journal (Volume, Issue Number)

Assessment in Education: Principles, Policy and Practice (Volume 28, Issue 4)

Publication milestones

  • Accepted/In press - 16/06/2021
  • Published - 23/08/2021

Publication status

Published - 23/08/2021

ISSN

0969-594X

Publication IDs

  • handle.net: 10547/625034
  • Scopus: 85113787439
  • ORCID: /0000-0003-1927-6923/work/177832173

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