Suchergebnisse

This study investigated the strategies used by examinees when performing a computer-based speaking test. The data were collected from nine university students through a retrospective interview. The results showed that the examinees used several strategies, ranging from goal setting, assessment, planning to communication strategies. These strategies seemed to be associated with the constructs the CBST aimed to measure. It can be concluded that the findings provide evidence that supports the validity of the CBST score interpretations.

Based on and synthesizing recent advances in both psychometric procedures and communicatively oriented linguistic analysis, a theoretical framework for describing factors affecting performance on foreign/second language tests is presented. Included within this framework are both test method factors—such as the testing environment, the nature of the instructions to the examinee, and the stimulus and response modalities represented in the test—and linguistic factors, including the examinee's organizational and pragmatic competence, strategic competence, and psychophysiological skills involved in the proper reception or production of the test language. Implications of the framework for the development and validation of communicative language proficiency tests are discussed and an action plan is suggested, including further refinement of the theoretical framework; development of large-scale, highly authentic criterion measures operationalizing each of the framework factors; and subsequent validation of both existing and to-be-developed practically oriented communicative proficiency tests against the criterion measures. Establishment of a working group of interested individuals from several institutions and disciplinary areas is proposed as an appropriate administrative vehicle for these activities.