Using Different Carrots: How Incentivization Affects Proficiency Testing Outcomes

Autor/inn/en	Gass, Susan; Van Gorp, Koen; Winke, Paula
Titel	Using Different Carrots: How Incentivization Affects Proficiency Testing Outcomes
Quelle	In: Foreign Language Annals, 52 (2019) 2, S.216-236 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gass, Susan) ORCID (Van Gorp, Koen) ORCID (Winke, Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12389
Schlagwörter	Language Proficiency; Second Language Learning; Second Language Instruction; Language Tests; Computer Assisted Testing; Gender Differences; Reading Tests; Student Motivation; Scores; Action Research; Spanish; College Second Language Programs; Rating Scales; Grades (Scholastic); Undergraduate Students; Incentives; Exit Examinations; Oral Language; ACTFL Oral Proficiency Interview + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Geschlechterkonflikt; Lesetest; Schulische Motivation; Projektforschung; Spanisch; Rating-Skala; Notenspiegel; Anreiz; Final examination; Abschlussprüfung; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	This study represents program-level action research. A U.S. university Spanish language program had a goal for students to reach the ACTFL (2012) Intermediate Mid level after 2 years. An empirical question that resulted after regular end-of-year testing was whether the students were doing their best on assessments. To investigate this, 253 end-of-second-year students were divided into two experimental conditions: (a) 95 students received up to 10% of their final grade based on meeting the speaking goal, and (b) 73 students received up to 5% of their grade on the same criterion. Eighty-five students formed a control group with no grading incentive. All took ACTFL tests in speaking (the Oral Proficiency Interview-computerized [OPIc]), listening (Listening Proficiency Test), and reading (Reading Proficiency Test). The group whose OPIc score counted for 10% performed significantly higher than other two groups. Females were more positively affected by the incentivization. Programs with language goals should consider incentivized proficiency-based exit tests to motivate their students (Chalhoub-Deville, 1997). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01