Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment
Consistent with the paradigm shift in language assessment from psychometrics to educational assessment, from an examination culture to an assessment culture, the present study was an attempt to compare and contrast the two forms of speaking assessment: Summative and formative and to see how much con...
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Format: | Article |
Language: | English |
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Islamic Azad University, Isfahan Branch
2022-06-01
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Series: | Research in English Language Pedagogy |
Subjects: | |
Online Access: | http://relp.khuisf.ac.ir/article_690340_176df655eea125580b02fa2f8a8cad95.pdf |
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author | Reza Bagheri Nevisi Rasoul Mohammad Hosseinpur |
author_facet | Reza Bagheri Nevisi Rasoul Mohammad Hosseinpur |
author_sort | Reza Bagheri Nevisi |
collection | DOAJ |
description | Consistent with the paradigm shift in language assessment from psychometrics to educational assessment, from an examination culture to an assessment culture, the present study was an attempt to compare and contrast the two forms of speaking assessment: Summative and formative and to see how much consistency existed between the two. To this end, 46 undergraduate Iranian EFL students participated in the study. To achieve the formative assessment, some pedagogic speaking tasks were designed and EFL learners’ speaking abilities were assessed over a three-month period based on pre-determined criteria. As for the summative assessment, a semi-structured interview was conducted at the end of the course, and learners’ performances were assessed by two different raters based on the same criteria. To analyze the data, descriptive statistics, MANOVA, and Pearson correlation were utilized. The results indicated a significant agreement between formative assessment of the first-rater and summative assessment of the second-rater. The findings revealed that from both formative and summative perspectives, pronunciation posed the least challenge whereas coherence and range presented the greatest difficulty to EFL language learners. The study implies that the formative and summative assessment procedures will have to be integrated within classroom settings with more emphasis on the former. |
first_indexed | 2024-12-12T00:16:50Z |
format | Article |
id | doaj.art-10cd7f6717874d9ca99a7931304e93b4 |
institution | Directory Open Access Journal |
issn | 2588-3259 2538-4244 |
language | English |
last_indexed | 2024-12-12T00:16:50Z |
publishDate | 2022-06-01 |
publisher | Islamic Azad University, Isfahan Branch |
record_format | Article |
series | Research in English Language Pedagogy |
spelling | doaj.art-10cd7f6717874d9ca99a7931304e93b42022-12-22T00:44:49ZengIslamic Azad University, Isfahan BranchResearch in English Language Pedagogy2588-32592538-42442022-06-0110225627610.30486/relp.2021.1939981.1306690340Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative AssessmentReza Bagheri Nevisi0Rasoul Mohammad Hosseinpur1Department of English Language and Literature, Faculty of humanities, University of Qom, Qom, IranEnglish Language and Literature Department, University of Qom, Qom, IranConsistent with the paradigm shift in language assessment from psychometrics to educational assessment, from an examination culture to an assessment culture, the present study was an attempt to compare and contrast the two forms of speaking assessment: Summative and formative and to see how much consistency existed between the two. To this end, 46 undergraduate Iranian EFL students participated in the study. To achieve the formative assessment, some pedagogic speaking tasks were designed and EFL learners’ speaking abilities were assessed over a three-month period based on pre-determined criteria. As for the summative assessment, a semi-structured interview was conducted at the end of the course, and learners’ performances were assessed by two different raters based on the same criteria. To analyze the data, descriptive statistics, MANOVA, and Pearson correlation were utilized. The results indicated a significant agreement between formative assessment of the first-rater and summative assessment of the second-rater. The findings revealed that from both formative and summative perspectives, pronunciation posed the least challenge whereas coherence and range presented the greatest difficulty to EFL language learners. The study implies that the formative and summative assessment procedures will have to be integrated within classroom settings with more emphasis on the former.http://relp.khuisf.ac.ir/article_690340_176df655eea125580b02fa2f8a8cad95.pdfsummative assessmentcoherenceformative assessmentpronunciationrange |
spellingShingle | Reza Bagheri Nevisi Rasoul Mohammad Hosseinpur Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment Research in English Language Pedagogy summative assessment coherence formative assessment pronunciation range |
title | Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment |
title_full | Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment |
title_fullStr | Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment |
title_full_unstemmed | Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment |
title_short | Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment |
title_sort | task based speaking assessment in an efl academic context a case of summative and formative assessment |
topic | summative assessment coherence formative assessment pronunciation range |
url | http://relp.khuisf.ac.ir/article_690340_176df655eea125580b02fa2f8a8cad95.pdf |
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