A Closer Look at a Marginalized Test Method: Self-Assessment as a Measure of Speaking Proficiency

Autor/inn/en	Winke, Paula; Zhang, Xiaowan; Pierce, Steven J.
Titel	A Closer Look at a Marginalized Test Method: Self-Assessment as a Measure of Speaking Proficiency
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 2, S.416-441 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winke, Paula) ORCID (Zhang, Xiaowan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263122000079
Schlagwörter	Second Language Learning; Second Language Instruction; Self Evaluation (Individuals); Language Proficiency; Scores; Measurement Techniques; Oral Language; Cost Effectiveness; Student Attitudes; Personal Autonomy; ACTFL Oral Proficiency Interview + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Messtechnik; Oral interpretation; Mündlicher Sprachgebrauch; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Schülerverhalten; Individuelle Autonomie
Abstract	Second language (L2) teachers may shy away from self-assessments because of warnings that students are not accurate self-assessors. This information stems from meta-analyses in which self-assessment scores on average did not correlate highly with proficiency test results. However, researchers mostly used Pearson correlations, when polyserial could be used. Furthermore, self-assessments today can be computer adaptive. With them, nonlinear statistics are needed to investigate their relationship with other measurements. We wondered, if we explored the relationship between self-assessment and proficiency test scores using more robust measurements (polyserial correlation, continuation-ratio modeling), would we find different results? We had 807 L2-Spanish learners take a computer-adaptive, L2-speaking self-assessment and the ACTFL Oral Proficiency Interview-computer (OPIc). The scores correlated at 0.61 (polyserial). Using continuation-ratio modeling, we found each unit of increase on the OPIc scale was associated with a 131% increase in the odds of passing the self-assessment thresholds. In other words, a student was more likely to move on to higher self-assessment subsections if they had a higher OPIc rating. We found computer-adaptive self-assessments appropriate for low-stakes L2-proficiency measurements, especially because they are cost-effective, make intuitive sense to learners, and promote learner agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01