Fairness in Oral Language Assessment: Training Raters and Considering Examinees' Expectations

Autor/inn/en	Doosti, Mehdi; Ahmadi Safa, Mohammad
Titel	Fairness in Oral Language Assessment: Training Raters and Considering Examinees' Expectations
Quelle	In: International Journal of Language Testing, 11 (2021) 2, S.64-90 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-5880
Schlagwörter	Oral Language; Language Tests; Interrater Reliability; Training; Evaluators; Student Attitudes; English (Second Language); Second Language Instruction; Evaluation Methods; Test Bias; Test Validity; Late Adolescents; Young Adults; Expectation + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Interrater-Reliabilität; Ausbildung; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Testkritik; Testvalidität; Halbstarker; Young adult; Junger Erwachsener; Expectancy; Erwartung
Abstract	This study examined the effect of rater training on promoting inter-rater reliability in oral language assessment. It also investigated whether rater training and the consideration of the examinees' expectations by the examiners have any effect on test-takers' perceptions of being fairly evaluated. To this end, four raters scored 31 Iranian intermediate EFL learners' oral performance on the speaking module of the IELTS in two stages (i.e. pre- and post-training stage). Furthermore, following Kunnan's (2004) Test Fairness Framework, a questionnaire on fairness in oral language assessment was developed, and after pilot testing and validating, it was administered to the examinees at both stages. The examinees' expectations were taken into account in the second round of the speaking test. The results indicated that rater training is likely to promote inter-rater reliability and, in turn, enhances the fairness of the decisions made based on the test scores. It was also concluded that considering students' expectations of a fair test would improve their overall perceptions of being fairly evaluated. The results of this study sought to provide second language teachers, oral test developers, and oral examiners and raters with useful insights into addressing fairness-related issues in oral assessment. (As Provided).
Anmerkungen	Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01