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Toward a Reconceptualization of Second Language Classroom Assessment pp 221–240Cite as

Addressing the Possibilities and Limitations of Implementing a New Classroom-Based Assessment of Oral Proficiency

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Part of the book series: Educational Linguistics ((EDUL,volume 41))

Abstract

In the context of recent curriculum and assessment reforms in New Zealand’s school system, the assessment of foreign language (FL) students’ oral proficiency has undergone significant transformation. In line with theoretical arguments recognising both the learning benefits of peer-to-peer interaction and the importance of on-going assessments to support teaching and learning, a summative teacher-led interview test (converse) has been replaced by a model whereby students collect evidence of several learner-focused peer-to-peer interactions in the context of teaching and learning programmes (interact). However, putting theoretical principles into practice in the assessment has proven to be more challenging than anticipated. Findings of a recent research project that investigated stakeholder perspectives (teachers and students) on interact in comparison with converse have illuminated how additional conceptual understandings regarding both interaction and assessment for learning are needed. This chapter briefly outlines the theoretical rationales for interact from both pedagogical and assessment perspectives. It summarises the key findings of the research. It then presents the case of the introduction of interact in one school, drawing on data from an interview with the teacher and a focus group with his students (n = 7). The case is presented as an example of how one school is addressing the possibilities and limitations of interact in practice. Conclusions are drawn about aspects of interact that require revision and development.

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Notes

  1. 1.

    Achievement standards are documents that outline what a student should know and be able to do in a discrete named skill at three levels (grades) of performance – achieved (A), achieved with merit (M), and achieved with excellence (E). Students who do not reach the standard at a given measurement point receive a not achieved outcome. A summary Record of Achievement lists all standards that have been achieved, and when these were achieved.

  2. 2.

    All names in this chapter are pseudonyms.

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Author information

Authors and Affiliations

  1. School of Cultures, Languages and Linguistics, Faculty of Arts, The University of Auckland, Auckland, New Zealand

    Martin East

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  1. Martin East
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Correspondence to Martin East .

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Editors and Affiliations

  1. Department of Curriculum and Instruction, College of Education, The Pennsylvania State University, University Park, PA, USA

    Matthew E. Poehner

  2. The Jaime & Joan Constantiner, School of Education, Tel Aviv University, Tel Aviv, Israel

    Ofra Inbar-Lourie

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East, M. (2020). Addressing the Possibilities and Limitations of Implementing a New Classroom-Based Assessment of Oral Proficiency. In: Poehner, M.E., Inbar-Lourie, O. (eds) Toward a Reconceptualization of Second Language Classroom Assessment. Educational Linguistics, vol 41. Springer, Cham. https://doi.org/10.1007/978-3-030-35081-9_11

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  • DOI: https://doi.org/10.1007/978-3-030-35081-9_11

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-35080-2

  • Online ISBN: 978-3-030-35081-9

  • eBook Packages: EducationEducation (R0)

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