untitled
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<title>Assessing foreign language interactive speaking performance (FLISP): The case of undergraduate students of Spanish</title>
<creator>Guedez-Fernandez, Romulo</creator>
<subject>Rating scales</subject>
<subject>Speaking</subject>
<subject>Spanish</subject>
<subject>Foreign language education</subject>
<subject>Undergraduate students</subject>
<subject>Student evaluation</subject>
<subject>Test reliability</subject>
<subject>Test validity</subject>
<subject>The University of the West Indies, St. Augustine</subject>
<description>Paper presented at the Regional Conference on Institutionalising Best Practice in Higher Education, UWI, St. Augustine, Trinidad and Tobago, 24-26 June, 2015.</description>
<description>A fair, valid, and reliable instrument of assessment is essential to ensure quality teaching in higher education. This study seeks to evaluate the consistency of the current rating scales used for the assessment of peer-to-peer Foreign Language Interactive Speaking Performance (FLISP) for the Spanish Programme at The UWI, St. Augustine Campus. The sample population consists of 57 Year 1 Spanish Majors/Minors. A multi-method approach underpins this investigation. The data collection instruments include students' tests scores and recorded speaking performances, questionnaires, semi-structured interviews, and students' journals, as well as focus groups with raters. The analysis of the rating scales draws from the performance data-driven and the measurement-driven approaches. The collected data allowed the identification of pitfalls/drawbacks and gaps of current rating scales. The analysis of both quantitative and qualitative data suggested changes of band descriptors to tailor rating scales to the specific teaching context and course content. This investigation highlights the importance of feedback and self-assessment as contributing elements to raise students' motivation and awareness of their learning process. The findings of this study have implications for the reconstruction of appropriate interactive speaking assessment rating scales and, therefore, the operationalisation of the construct of interactional competence. These findings will enable the researcher to further develop and validate a framework for the assessment of FLISP. Implications for pedagogy and classroom assessment are also addressed.</description>
<description>Centre for Excellence in Teaching and Learning, UWI; Quality Assurance Unit, UWI</description>
<date>2015-07-15T18:08:53Z</date>
<date>2015-07-15T18:08:53Z</date>
<date>2015-07-15</date>
<type>Article</type>
<identifier>http://hdl.handle.net/2139/40105</identifier>
<language>en</language>
</dc>
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