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Class Presentation: TOEFL ibt Speaking Section

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miwako ito

on 5 August 2015

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Transcript of Class Presentation: TOEFL ibt Speaking Section

TOEFL iBT Speaking Section
Purpose:
To evaluate academi English proficiency
Target construct:
University life situation & Academic lectures
Test takers:
People who apply for university esp. located in the North-American region.
Test format & Test content:
2 independent tasks
4 integrated tasks (2 for +L, 2 for +R&L)
General information
Target context:
Japanese high school students who are applying to Japanese universities use the TOEFL iBT score as a certification.
Assessment Use Argument
Claim 1: Beneficiency
Claim 2: Equitability
Claim 3: Meaningfulness & Impartiality
Claim 4: Consistency
Use
Development
Assessment Records
Administration stage
Test-retest reliability
Consistent procedure: Q1-6
Repeaters' score (Zhang, 2008)
Test specification
(Pearlman, 2008)

TLU domains (score range: 0-4/ 4 levels: Good-Fair-Limited-Weak)
Q1&2 - Familiar topic
Q3&5 - Campus situation
Q4&6 - Academic course content
Campus situation is NOT similar to Univ in Japan
Interpretation
Quality: Consistency - Score reliability
Meaningfulness (construct)
Impartiality (test design)
Generalizability (aspects)
Relevance
Sufficiency
(information)
TLU domain
&
TLU tasks
Phonology
(pronunciation, stress, intonation)
Accuracy of
grammar
,
vocabulary
and
cohesion
Fluency
(pauses and repetition)
Strategic capacity
Textual knowledge (turn taking, opening and closing conversation)
Pragmatic and sociolinguistic competence
Decision
Consequence
Across different
tasks
times
raters
recorders
Essentially the same => Decision
Human rater: The same score
Whichever form he takes
Whenever he take (occasion)
Settings/Environment
Random factors
Test takers' condition
technological problem

Verbal description in Assessment records
related to meaningfulness (for test takers)
Purpose: to interpret the performance within a particular language use domain
1. the consistency of the verbal report
2. meaningfulness of their interpretations

Scoring stage
Human Rater
Inter-rater reliability
Intra-rater reliability
Training
, Certification
Rubrics
& Sample
Procedure
Online Scoring Network
Bias
3. Verbal description
meaningful interpretation of the test taker's performance within the TLU domain
Speech time: Total 5m30s
One-way (No interactants)
TLU tasks
Presentation/Speech
Discussion/Facilitation skills
Leading the discussion
Summarizing the discussion
Construct
IT skill
Topic knowledge
Task effect
Admission to the Japanese universities
values sensitive
equitable
Equitability
Equal
opportunity to learn
Test takers
Teachers
Programs, Institutions
Preparation can be a practice for the program
Feedback in terms of Construct & TLU domain
Detailed assessment
T's more burden to accommodate teaching
Washback: Ts' value & goals of teaching
easy to introduce; no need to create new one
can anticipate test takers' performance at univ
Claim 2:
decisions are
Equivalent
levels of the speaking ability
Equivalent
chances of being admitted to the university
For Students:
TOEFL iBT Tips
The TOEFL Test Prep Planner
TOEFL Practice Online
The Official Guide to the TOEFL Test
TOEFL TV Channel on YouTube


For Teachers:
Propell Workshop Manual for TOEFL iBT Test
English Skills Series

ETS provides a variety of resources
equally
available online
helps students prepare for TOEFL iBT test
helps teachers develop an effective English language curriculum for TOEFL iBT test
Scoring rubric
for the integrated speaking tasks
of the TOEFL iBT test
False positive
or
false negative
admission errors

Resources provided by ETS are available online
=> Without PC
not equally
available
Equitability
Meaningful-
ness
Impartiality
According to Fulcher (2003) & ETS (2014)
About 70% of the performances in TOEFL iBT were judged to be similar to classroom performance by teachers.
According to Cumming et al. (2005)
TLU domains
familiar topic
campus-related topic
academic lecture
TLU tasks
sharing experience
stating opinions
summarizing lecture
1. meaningful with respect to the construct,
BUT one-way speaking (see Construct)
Test center
certifying all test centers facilities and equipment
: hardware, software and Internet connections
training test center staff
on how to handle a test administration session

Format: Internet-based test
providing online practice tests and other supporting information
for
test takers to become familiar with the test and test-taking conditions

Content
creating detailed specifications
to guide the test development process

Assessment
providing the independent speaking rubrics
(scoring standards) of the TOEFL iBT test
2. Short-time preparation => Impromptu speaking
Speech duration: Totally 5min 30s
Impartial
to all groups of test takers
no matter where or when they take the test
Impartiality
Huge gap
in the number of test centers
:
the urban area / the rural area
=>
not equally
access / extra cost

Online
materials & resources
=> Without PC
not equally
access

Topic
familiarity
&
unfamiliarity

Beneficiency - Who are the stakeholders?
Potential negative ones
Fundamental assumption
Score distribution: 13d
Teaching to the test
3
Test taker's performance
1
1
2
1
6
3
4
1
1
2
24
1
4
2
1
1
1
5
2
1
1
1
6
1
1
1
1
TOEFL Test center
Phonology
(pronunciation, stress, intonation)
Accuracy of
grammar
,
vocabulary
and
cohesion
Fluency
(pauses and repetition)
Strategic capacity
Textual knowledge (turn taking, opening and closing conversation)
Pragmatic and sociolinguistic competence
Construct
According to Fulcher (2003) & ETS (2014)
About 70% of the performances in TOEFL iBT were judged to be similar to classroom performance by teachers.
According to Cumming et al. (2005)
Full transcript