ALTAANZ
  • About ALTAANZ
  • ALTAANZ Committee
    • Current Committee
    • Past Committees >
      • 2024 Committee
      • 2022 - 2023 Committee
      • 2021 Committee
      • 2020 ALTAANZ Committee
      • 2018 - 2019 ALTAANZ Committee
      • 2017 ALTAANZ Committee
      • 2016 ALTAANZ Committee
      • 2015 ALTAANZ Committee
      • 2014 ALTAANZ Committee
      • 2013 ALTAANZ Committee
      • 2012 ALTAANZ Committee
      • 2011 ALTAANZ Committee
  • Events
    • ALTAANZ Online Conference 2025 >
      • Registration 2025
      • Keynote Speakers
    • Past Conferences >
      • The Applied Linguistics ALAA/ALANZ/ALTAANZ Conference 2024
      • ALTAANZ Online Conference 2023 >
        • Program 2023
        • Plenary Sessions 2023
        • Registration 2023
        • Conference Committee 2023
      • ALANZ - ALAA - ALTAANZ 2022
      • ALTAANZ Online Research Forum 2021
      • LTRC/ALTAANZ Online Celebratory event 2020 >
        • About the event
        • Event Programme
        • LTRC Anniversary Symposium
      • ALANZ / ALAA / ALTAANZ Auckland 2017
      • ALTAANZ Conference Auckland 2016 >
        • Keynote Speakers >
          • Plenary Abstracts
        • Teachers' Day
        • Pre-conference workshops
        • Conference programme
      • ALTAANZ Conference Brisbane 2014
      • ALTAANZ Conference Sydney 2012
    • Past Workshops >
      • LTRC / ALTAANZ Workshops July 2014 >
        • Test analysis for teachers
        • Diagnostic assessment in the language classroom
        • Responding to student writing
        • Assessing Pragmatics
        • Introduction to Rasch measurement
        • Introduction to many-facet Rasch measurement
      • LTRC / ALTAANZ workshops September 2015 >
        • A Practical Approach to Questionnaire Construction for Language Assessment Research
        • Integrating self- and peer-assessment into the language classroom
        • Implementing and assessing collaborative writing activities
        • Assessing Vocabulary
        • Revisiting language constructs
  • SiLA Journal
    • About SiLA
    • SiLA Publication Policies
    • Early View Articles
    • Current Issue
    • Past Issues >
      • 2024
      • 2023
      • 2022
      • 2021
      • 2020
      • 2019
      • 2018
      • 2017
      • 2016
      • 2015
      • 2014
      • 2013
      • 2012
    • Editorial Board
    • Submission Guidelines
  • Awards
    • ALTAANZ Best Student Paper Award
    • Penny McKay Award
    • PLTA Best Paper Award
  • Funding Opportunities
  • Newsletter: Language Assessment Matters
  • Resources
    • Best practice in language testing & assessment
  • Join ALTAANZ
  • Contact us
Picture
Exploring shared and individual assessment of paired oral interactions
Pakize Uludag, Kim McDonough & Pavel Trofimovich, Concordia University
https://doi.org/10.58379/HOMQ5772
Volume 11, Issue 2, 2022
Abstract: Studies concerning the assessment of second language (L2) paired oral interaction to date have investigated interactional patterns that emerge from paired oral tests and identified the factors that create variability in an individual’s test scores. However, less work has addressed concerns about whether scores should be shared or individual when assessing L2 speakers’ oral interactions. Therefore, the present study compared shared and individual assessment of L2 English paired oral task performances. Paired oral interaction episodes were sampled from a larger corpus of university-level L2 speakers engaged in paired speaking tasks and were assessed by 60 raters who were randomly assigned to rate Speaker A, Speaker B, or both speakers. To avoid any possible rating effects due to rating stimuli, half the raters evaluated audio recordings while the other half assessed video recordings. The raters used an analytic rubric with four domains: discourse management, collaborative communication, content development, and language accuracy and complexity. Comparison of raters’ scores revealed that individual discourse management ratings were significantly higher than shared ratings for both members of the pair regardless of the rating modality (audio vs. video). Implications for assessing pair interactions are discussed.
Keywords: paired speaking tasks, language testing, individual and shared assessment
Click to download Full Text