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Investigating and Validating Spoken Interactional Competence: Rater Perspectives on a Swedish National Test of English


Please use this identifier to cite or link to this item: http://hdl.handle.net/2077/57946

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Title: Investigating and Validating Spoken Interactional Competence: Rater Perspectives on a Swedish National Test of English
Authors: Borger, Linda
E-mail: linda.borger@gu.se
Issue Date: 13-Nov-2018
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education and Special Education ; Institutionen för pedagogik och specialpedagogik
Parts of work: I. Borger, Linda. (2014). Looking Beyond Scores: A Study of Rater Orientations and Ratings of Speaking (Licentiate thesis, University of Gothenburg, Gothenburg, Sweden). Retrieved from: http://hdl.handle.net/2077/38158.

II. Borger, Linda. (Submitted). Assessing Interactional Skills in a Paired Speaking Test: Raters’ Interpretation of the Construct.

III. Borger, Linda. (Submitted). Evaluating a High-Stakes Speaking Test: Teachers' Practices and Views.
Date of Defence: 2018-12-07
Disputation: Fredagen den 7 december 2018, kl. 13.00. Göteborgs universitet, Pedagogen, Hus A, Sal: AK2 136
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
424
Keywords: interactional competence
Swedish national test of English
paired speaking test
Common European Framework of Reference for Languages (CEFR)
socio-cognitive validation framework
Abstract: This thesis aims to explore different aspects of validity evidence from the raters’ perspective in relation to a paired speaking test, part of a high-stakes national test of English as a Foreign Language (EFL) in the Swedish upper secondary school. Three empirical studies were undertaken with the purpose of highlighting (1) the scoring process, (2) the construct underlying the test format, and (3) the setting and test administration. In Study I and II, 17 teachers of English from Sweden, using n... more
ISBN: 978-91-7346-981-4 (tryckt)
978-91-7346-982-1 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/57946
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik och specialpedagogik

 

 

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