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Equity in L2 English oral assessment: Criterion-based facts or works of fiction?

Authors:

Erica Sandlund ,

Karlstad University, SE
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Pia Sundqvist

Karlstad University, SE
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Abstract

For assessment to be equitable, it is central that teachers/raters perceive and apply grade criteria similarly. However, in assessing L2 oral proficiency in paired tests, raters must grade test-takers individually on a joint interaction performance. With a conversation analytic approach, we examine closely one recording from a 9th-grade national test of L2 English with an aim to uncover some aspects that underpin vastly divergent assessments (as assigned by three raters) of one test-taker. Findings pointing to issues such as moral stance, rater experiences, and the interlocutor effect are discussed in light of equity in L2 oral proficiency testing and assessment.

DOI: https://doi.org/10.35360/njes.365
How to Cite: Sandlund, E. and Sundqvist, P., 2016. Equity in L2 English oral assessment: Criterion-based facts or works of fiction?. Nordic Journal of English Studies, 15(2), pp.113–131. DOI: http://doi.org/10.35360/njes.365
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Published on 22 Jun 2016.

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