Adaptation and Assessment of a Public Speaking Rating Scale

Autor/in	Iberri-Shea, Gina
Titel	Adaptation and Assessment of a Public Speaking Rating Scale
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1287390 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1287390
Schlagwörter	Public Speaking; Rating Scales; Adoption (Ideas); English Instruction; Undergraduate Students; Native Speakers; Introductory Courses; Feedback (Response); Media Adaptation; Test Reliability; Test Validity; Correlation; Interrater Reliability; Qualitative Research; Language Tests; Oral Language; Language Proficiency; Second Language Learning; English (Second Language); ACTFL Oral Proficiency Interview; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Vortrag; Rating-Skala; Ideas; Ideenfindung; English langauage lessons; Englischunterricht; Muttersprachler; Einführungskurs; Medienverwendung; Testreliabilität; Testvalidität; Korrelation; Interrater-Reliabilität; Qualitative Forschung; Language test; Sprachtest; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Prominent spoken language assessments such as the Oral Proficiency Interview and the Test of Spoken English have been primarily concerned with speaking ability as it relates to conversation. This paper looks at an additional aspect of spoken language ability, namely public speaking. This study used an adapted form of a public speaking rating scale originally designed for English as a foreign language (EFL) contexts. This paper seeks to evaluate the relationship between this EFL-based scale and assessment within a core US university public speaking course. The relevance of EFL assessments to those used in English medium courses provides insight as to whether language learners are being evaluated on similar public speaking constructs to their English speaking peers, and informs instruction aimed at preparing students for English medium courses. A sample of undergraduate students (N = 44), primarily native speakers of English, performed classroom speeches in an introductory public speaking course and were rated using the adapted public speaking rating scale. The rating scores, independent instructor evaluations, and written feedback from two raters were analyzed to determine reliability and validity, and to inform revisions of the scale. The rating scale was found to be reliable and valid for this population. Limitations of the scale and proposed expansions are discussed as the result of qualitative analysis of the data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01