Investigating Native and Non-Native English-Speaking Teacher Raters' Judgements of Oral Proficiency in the College English Test-Spoken English Test (CET-SET)

Autor/inn/en	Zhang, Ying; Elder, Catherine
Titel	Investigating Native and Non-Native English-Speaking Teacher Raters' Judgements of Oral Proficiency in the College English Test-Spoken English Test (CET-SET)
Quelle	In: Assessment in Education: Principles, Policy & Practice, 21 (2014) 3, S.306-325 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2013.845547
Schlagwörter	Oral Language; Language Proficiency; Native Speakers; English; Language Tests; Scoring; Item Response Theory; Content Analysis; Mixed Methods Research; English (Second Language); Differences; Interrater Reliability; Rating Scales; Language Teachers; College Faculty; Recall (Psychology); Foreign Countries; China + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Muttersprachler; English language; Englisch; Language test; Sprachtest; Bewertung; Item-Response-Theorie; Inhaltsanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Unterscheiden; Interrater-Reliabilität; Rating-Skala; Language teacher; Sprachunterricht; Fakultät; Abberufung; Ausland
Abstract	This study investigates the impact of raters' language background on their judgements of the speaking performance in the College English Test-Spoken English Test (CET-SET) of China, by comparing the rating patterns of non-native English-speaking (NNES) teacher raters, who are currently employed to assess performance on the CET-SET, with those of "ideal" norm-owning native English-speaking (NES) teacher raters. Many-facet Rasch measurement and content analysis were applied to analyse the scores and stimulated recall data collected from the two rater groups. The results indicate that, although NES and NNES raters have somewhat different approaches to rating, the outcomes of the rating process are broadly similar, as are the categories that inform their judgements. We discuss the implications of these results for using raters from different language backgrounds for scoring high-stakes speaking tests, for the debate on NS norms for language testing in general and for the validity of the CET-SET rating scale in particular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10