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Rater perceptions in tests of oral expression

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Krakowian P.

Społeczeństwo. Edukacja. Język

2016

vol. 4

201 - 211

Systemy oceniania języka mówionego posługują się rozmaitymi skalami zawierającymi różne kategorie odnoszące się do jakości języka zawierające podkategorie obejmujące słownictwo i środki językowe, jak również poprawność językową zwykle na tle biegłości i potoczystości w mówieniu. Te, z kolei, uzupełnione bywają rozlicznymi jeszcze kategoriami, wśród których właściwie zawsze poczesne miejsce zajmuje wymowa. Warto jednak przyjrzeć się sytuacji, gdzie tej kategorii brak w skalach oceniania i w jaki sposób wpływa to na percepcje egzaminatorów języka mówionego. W tym badaniu dane pochodzące z Elektroniczne Systemu Wspierania Oceniania (ang. EPSS) zgromadzone w trakcie treningu i doszkalania egzaminatorów języka angielskiego z różnych kontekstów edukacyjnych pozwalają na sformułowanie intrygujących wniosków badawczych

Assessment of spoken performance is often viewed in terms of various different categories relating to the language aspect of performance including provisions for vocabulary use and linguistic resources, as well as accuracy of use, contrasted with fluency. Such categories are often coupled with several other categories relating to other aspects of spoken performance, and amongst those one almost always featured in rating schemes is that of pronunciation. It is interesting to observe what happens when this category is omitted in rating scales and how this affects the perceptions of oral examiners. In this investigation, data from an Electronic Performance Support System (EPSS) obtained in training and fine-tuning examiners of oral performance in tests of spoken performance in English from different educational contexts is used to draw some intriguing research conclusions

Online peer assessment of speaking with the EPSS (Electronic Performance Support System)

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Krakowian P.

Społeczeństwo. Edukacja. Język

2015

vol. 3

127-137

While developing and emphasizing oral skills in foreign language learning in line with the Common European Framework of Reference for Language (CEF) seems to be the general trend in the whole of Europe, the place and attention given to oral skills in the majority of schools across Europe is less than it deserves. This is so owing to a number of factors, one being that oral skills are slow to develop, require time and investment in terms of attention and resources and yet leave largely insubstantial evidence of effort, and finally teaching materials oftentimes focus on more manageable language elements and skills. The Web application described in the subsequent pages is a reasonable solution to this problem as it allows teaching staff to jointly evaluate the oral skills and proficiency of their pupils through a web-based environment. The main objectives of the rationale behind the web app are in bringing teaching staff in various institutions by providing them with a community where their assessments can be validated by their colleagues and to provide them and their pupils with tools to distribute and share annotated video and audio materials on the internet. This article outlines the workings of the web app, its major components, the logic behind it and the logistics in creating online assessments of oral proficiency in a collaborative assessment environment with a Community of Practice as a safeguard for the continual and sustained operation of the web-based evaluation environment for assessing oral skills.

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2 Społeczeństwo. Edukacja. Język

2 Krakowian P.

1 2016

1 2015

Search results

Rater perceptions in tests of oral expression

Online peer assessment of speaking with the EPSS (Electronic Performance Support System)