Communicative Competence in Oral Language Assessment

Oliver, Ron; Haig, Yvonne; Rochecouste, Judith

doi:10.1080/09500780508668675

Cited by 21 publications

(26 citation statements)

References 10 publications

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“…There is growing evidence revealing a real need for building teacher capacity (Bachman, 2000) and developing new skills and abilities in teacher assessment (Edelenbos & Kubanek-German, 2004). It has been suggested that teacher capacity building includes not only teachers' understanding of the language (Grierson, 1995), but also their understanding and practice of effective classroom assessment (Gardner & Rea-Dickins, 2001;Oliver, Haig, & Rochecouste, 2005). Both of the aforementioned multifaceted requirements of teacher assessment competence and recent ELT teacher education research (Freeman, 2002) indicate that teacher development in assessment cannot be achieved by teacher training alone.…”

Section: Teachers' Knowledge Practice and Professional Development mentioning

confidence: 99%

Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher's Experience

Liu

2009

TESOL Quarterly

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This article explores teachers' assessment knowledge and practice through a narrative inquiry of a college EFL teacher, Betty (pseudonym), in the People's Republic of China. Drawing on Crites' (1971) notions of sacred stories and secret stories in teachers' professional knowledge landscapes (Connelly & Clandinin, 1995), it examines Betty's account of her experience of assessment reform. This account comprises three stories involving her colleagues and students. Following Connelly and Clandinin's (2006) three strands of narrative inquiry, this article discusses three structural conditions of teacher knowledge, temporality , sociality , and place , and their effects on teachers' knowledge construction of assessment. We argue that teachers' prior assessment experience will affect their current practices and future plans for assessment (temporality); power relationships in teachers' workplace will greatly in uence their assessment decision-making (sociality); and the specifi c contexts in which assessment takes place will affect teachers' sense of security and therefore the effectiveness of the assessment (place). The fi ndings highlight the recognition of teachers' agency in assessment practice, the importance of negotiation with teachers of the reform policies, and the urgent need for professional development. 1 The CET is a large-scale standardized test administered nationwide by the National College English Testing Committee on the behalf of the Higher Education Department of the Ministry of Education in China. It is intended to measure the language profi ciency of non-English-major college students. 2 According to a survey conducted by Zhou (2005) among 1,200 EFL teachers in 49 different colleges, 56% of teachers hold a bachelor of arts degree, and 28% hold a master of arts degree. The bachelor's degree programs that prepare English teachers are mostly provided by English departments in teachers' colleges, where most of the teacher training focuses on practical teaching (Wu, 2002). According to Wang (2003), most of the master's degree programs of applied linguistics that prepare college EFL teachers in China generally provide one testing course, which has little to do with formative assessment.

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Section: Teachers' Knowledge Practice and Professional Development mentioning

confidence: 99%

Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher's Experience

Liu

2009

TESOL Quarterly

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“…Building on the earlier work of Howe (1991) and Barnes (1980), Mercer et al (2017) point out three reasons for this mismatch: the oral language is ephemeral, it is time consuming to assess each individual student's spoken language, and each speech situation requires a specific assessment. Moreover, Mercer et al (2017) refer to Oliver, Haig and Rochecouste (2005), who also stress that teachers believe that it is challenging to assess oracy and they do not feel that they have the skills to assess the spoken language. Additionally, the spoken language has been considered part of a conversation with others, since there is always a speaker and a receiver; making it hard to assess at an individual level (Wilson, Neja, Scalise, Templin, William, & Torres Irriharra, 2012, in Mercer et al, 2017.…”

Section: Introductionmentioning

confidence: 99%

Assessing oracy: Chasing the teachers’ unspoken oracy construct across disciplines in the landscape between policy and freedom

Kaldahl¹

2019

L1 Educational Studies in Language and Literature

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The aim is to capture teachers' implicit oracy construct across disciplines through surveying 495 teachers on a high-stakes oral national exam in the 10th grade. The survey and the results were interpreted with concepts and ideas from rhetorical theory and tradition. The results of the study show that teachers value a complex oracy construct. The teachers' genre expectancy for oracy seem to be a balance between the three modes of persuasion: logos (i.e., subject specific content), ethos (the ability to display character), and pathos (the ability to have an emotional influence on the audience). The constructs have specific discipline characteristics as well as features that are consistent within disciplines. For teachers, a pattern of a unified oracy construct is developed from, and embedded in, their collective everyday practices, culture, and traditions. The discussion raises issues related to future curriculum development and educational sustainability.

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“…Alshwiah's (2015) compares two scoring scales, 'holistic' and 'correct sentence' and finds 'the 'correct sentence' scale is more appropriate when it comes to measuring students' grammatical competence, but it needs to be amended to score socio linguistic competence. While reviewing the teaching and assessment of oral language in western Australian secondary schools, Oliver et al (2005) found that teachers did not have the skill to assess oral communication competence of their students, and therefore children did not feel that their future language needs were being met. The case study done by Furko and Monos (2013) found out that General Business English books in Hungary lacks sufficient examples of pragmatic markers.…”

Section: Communicative Competence: Related Studiesmentioning

confidence: 99%

Linguistic competence, Communicative Competence and Interactional Competence

Abdulrahman¹,

Abu-Ayyash²

2019

JAL

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Linguistic competence, communicative competence, and interactional competence have had a profound impact on second language teaching, learning, and testing. Although a substantial number of studies have been conducted on these three competencies, they have not been conflated for discussion in a single study. Adding this piece to the jigsaw, the current paper explores these three competencies in depth. This paper had a twin purpose of 1) providing a historical account of the linguistic, communicative and interactional competences, and 2) reviewing of the literature on them in order to identify gaps, if any, with the intention to propose new research ideas pertaining to the three types of competences. In order to achieve the study aims, an intensive literature survey was conducted. Based on the review of the related research on linguistic, communicative and interactional competencies, this article offers recommendations for effective classroom practice and future research.

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Communicative Competence in Oral Language Assessment

Cited by 21 publications

References 10 publications

Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher's Experience

Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher's Experience

Assessing oracy: Chasing the teachers’ unspoken oracy construct across disciplines in the landscape between policy and freedom

Linguistic competence, Communicative Competence and Interactional Competence

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