A Text-based Approach to Designing Language Assessments

抄録

Most approaches to designing tasks and assessments for developing spoken fluency in English are based on guesswork, that is, they are based on inadequate information and knowledge of the language or discourse patterns required to perform fluently in spoken English. As this paper will demonstrate with reference to examples of assessments used in one university language program, the methodology employed to design speaking assessments is not informed by studying real language use. As a consequence, the assessments and the materials used to prepare learners for them tend to be vague, artificial and limited in their description of the spoken language. This paper attempts to address this issue by proposing a methodology for designing tasks and assessments that cultivates learnersʼ spoken fluency by studying authentic examples of fluent English speakers engaged in various speaking tasks. In doing so, it responds to Sinclairʼs (2004, p. 23) call to “trust the text” or to base our conclusions about language on real examples of language in use and be open to what they tell us. The paper begins by exploring the principles of speaking-test design. Using examples from a university course, it demonstrates various issues with the design of speaking tests in that course. It then presents a methodology for designing speaking test rubrics that is based on samples of real language use. It concludes by providing recommendations on designing speaking tests and other types of language assessments.