Assessing Students' Oral Proficiency
A Case for Online Testing
Bibliographic Data
| ID | 8939638 |
|---|---|
| Authors | Thekla Fall (Pittsburgh Public Schools, corresponding author), Bonnie Adair‐Hauck (University of Pittsburgh), Eileen W Glisan (Indiana University of Pennsylvania), Eileen Glisan |
| Year | 2007 |
| Volume | 40 |
| Issue | 3 |
| Pages | 377-406 |
| Publication date | 2007-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2007.tb02865.x |
| OpenAlex | W2144127869 |
| Language | EN |
| Citations received | 10 |
| References cited | 25 |
This article reports on the Pittsburgh Public Schools Oral Ratings Assessment for Language Students (PPS ORALS) project, a Title VI Foreign Language Assistance Program grant‐funded project to create an online testing Software program that makes large‐scale oral testing in a world language not only feasible, but also easy to create, administer, and rate. The primary purpose of this article is to present the PPS ORALS assessment model as a valid Instrument for determining students' oral proficiency on the ACTFL Oral Proficiency Scale. A second goal of the article is to present ways in which large‐scale, districtwide oral proficiency testing at grade 5, grade 8, level 3 high school, and grade 12 can be accomplished feasibly. Finally, the article shares the results of the PPS ORALS over a four‐year period and offers implications for the future
Foreign language · Language assessment · Language proficiency · Mathematics education · Medical education · Scale (ratio · Test (biology · EFL/ESL Teaching and Learning · Medicine · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
The use of course grades as metrics in L2 research
The relationship between proficiency‐based instruction and student oral proficiency
Exploring the effects of foreign language instructional practices on student proficiency development
Leveraging the AAPPL to promote positive washback in K‐12 language teaching
Converting Data to Knowledge
Oral proficiency levels of first‐year entering college students with and without Advanced Placement scores
Does Beginning Foreign Language in Kindergarten Make a Difference? Results of One District's Study
The Seal of Biliteracy
Standards for Foreign Language Learning
Lasting effects of pre‐university language exposure on undergraduate proficiency
Toefl preparation courses
Authentic Assessment for English Language Learners
The Development and Validation of the Portuguese Speaking Test
ACTFL Performance Guidelines For K‐12 Learners
The ACTFL Proficiency Guidelines and the Oral Proficiency Interview
An Investigation of the Construct Validity of the ACTFL Proficiency Guidelines and Oral Interview Procedure
Prochievement Testing of Speaking
Converging Evidence
A Study of Foreign Language Proficiency‐Based Testing in Secondary Schools
Oral Proficiency Testing in the Real World
Documenting Growth in a Japanese FLES Program
A Multiple Perspectives Analysis of a Japanese FLES Program
ACTFL Proficiency Guidelines—Speaking
The Minnesota Articulation Project and its Proficiency‐Based Assessments
Research on the Oral Proficiency Interview
Assessing Speaking Proficiency in the Undergraduate Curriculum
Reliability and the ACTFL Oral Proficiency Interview
A Study of Interrater Reliability of the ACTFL Oral Proficiency Interview in Five European Languages
Monitoring and Assessing a Japanese FLES Program
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2012 - 2024 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |