Examining the Scoring of Content Integration in a Listening-Speaking Test: A G-Theory Analysis

Autor/in	Lin, Rongchan
Titel	Examining the Scoring of Content Integration in a Listening-Speaking Test: A G-Theory Analysis
Quelle	In: Language Assessment Quarterly, 20 (2023) 3, S.319-338 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Rongchan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2023.2242334
Schlagwörter	Listening Comprehension Tests; Generalization; Chinese; Second Language Learning; Task Analysis; Course Content; Oral Language; Language Tests; Scoring Rubrics; Communicative Competence (Languages); Language Usage; Foreign Students; College Students; Foreign Countries; Evaluators; Language Proficiency; China + Suchen Sie Ihr Suchwort? Hörverstehensübung; China; Chinesen; Zweitsprachenerwerb; Aufgabenanalyse; Kursprogramm; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Scoring formulas; Auswertungsbogen; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sprachgebrauch; Collegestudent; Ausland; Language skill; Language skills; Sprachkompetenz
Abstract	Communication in the real world often entails the interpretation, evaluation, and integration of content from different sources. However, it appears that the ability to integrate content into discourse has not been explicitly scored for in existing studies. This study operationalizes content integration in the analytic scoring of a listening-speaking test in Chinese. International students who were non-native speakers of Chinese took the test that comprised two retell tasks and an oral presentation linked by an academic scenario. They were scored for content integration, organization, delivery, and language control for all three tasks. Multivariate generalizability theory (G-theory) was used to investigate the functioning of content integration in the analytic rubric of the retell tasks and oral presentation respectively. Overall, this study aimed to illuminate issues on dependability and construct validity for the two task types, focusing on content integration particularly. The findings suggested that content integration functioned differently to some extent when compared with the other dimensions studied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01