Assisted self‐assessment to optimize the OPIc test experience
Datos Bibliográficos
| ID | 8939264 |
|---|---|
| Autores | LeAnne L Spino (0000-0002-4016-251X, Modern and Classical Languages and Literatures University of Rhode Island Kingston Rhode Island USA, autor de correspondencia), Megan Mercedes Echevarría (0000-0003-0277-036X, University of Rhode Island), Yu Wu (0000-0002-1537-5492, Modern and Classical Languages and Literatures University of Rhode Island Kingston Rhode Island USA) |
| Año | 2022 |
| Volumen | 55 |
| Número | 3 |
| Páginas | 853-876 |
| Fecha de publicación | 2022-08-23 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Foreign Language Annals (JOURNAL) |
| Identificadores de la revista | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12645 |
| OpenAlex | W4292838326 |
| Idioma | EN |
| Referencias citadas | 27 |
The Challenge A principal adaptive feature of the ACTFL Oral Proficiency Interview—computer (OPIc) is a self‐assessment instrument through which test takers select a level‐appropriate test form. How accurately do test takers select level‐appropriate forms on the OPIc? Would assistance with the test form selection process optimize the testing experience
Computerized adaptive testing · Feature (linguistics · Language proficiency · Linguistics · Mathematics education · Process (computing · Psychometrics · Selection (genetic algorithm · Test (biology · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Student Assessment and Feedback
Student Self-Assessment
A metacognitive approach to enhancing Chinese language speaking skills with audioblogs
ACTFL Oral Proficiency Interview – computer (OPIc)
Self-assessment in second language testing
A meta-analysis of self-assessment and language performance in language testing and assessment
Bridging assessment and achievement
What about me
The role of some selected psychological and personality traits of the rater in the accuracy of self- and peer-assessment
Assessing the Validity of ACTFL Can‐Do Statements for Spoken Proficiency
Assessing the Validity of Can‐Do Statements in Retrospective (Then‐Now) Self‐Assessment
Comparing the OPI and the OPIc
Self‐Assessment of Speaking Skills and Participation in a Foreign Language Class
Using different carrots
Self‐assessment
Increasing Self‐Regulated Learning Through the LinguaFolio
Living Language
Reliability and the ACTFL Oral Proficiency Interview
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |