Oral Skills Testing: A Rhetorical Task Approach

This paper discusses the development, implementation, and evaluation of a semi-direct test of oral proficiency: the Rhetorical Task Examination (RTE). Many of the commonly used speaking instruments assess oral proficiency in terms of either discrete linguistic components-fluency, grammar, pronunciation, and vocabulary-or in terms of a single, global ability rating. The RTE proposes a compromise approach to rating oral skills by having two scales: one which ascertains the functional ability to accomplish a variety of rhetorical tasks, the other to address the linguistic competence (Canale & Swain, 1980) displayed in the performance. On audiotape in a language laboratory setting, 52 students representing three levels of a university ESL program performed six tasks related to the rhetorical modes covered in their coursework: short questions and answers, description, narration, process (giving directions), opinion, and comparison- contrast. The construction and justification of both the instrument and the rating scales are explained; data obtained from administering the RTE across classes as well as before and after instruction are presented; and the relevant measurement characteristics of the test are discussed. Results of this study indicate that the Rhetorical Task Examination is promising as a measure of oral proficiency in terms of practicality, reliability, and validity

6. Qualitative Research Methods in Language Test Development and Validation

One of the most important methodological developments over the last fifteen years has been the introduction of qualitative research methodologies to support the design, description, and validation of language tests. Many language testers have come to recognize the limitations of traditional statistical methods for language assessment research, and have come to value these innovative methodologies as a means by which both the assessment process and product may be understood.This chapter introduces readers to several qualitative research methods as they relate to language testing and assessment, namely: Discourse and Conversation Analysis, Observation Checklists and Verbal Protocol Analysis. It focuses specifically on some of the qualitative studies in speaking and writing assessment undertaken by Cambridge ESOL in order to illustrate how outcomes from such investigations can feed directly into operational test development and validation activity. These research methods — together with other qualitative techniques — offer language testers viable solutions for a range of validation task

A Comparative Review of Recent Literacy-Level Textbooks

Contains reviews of: "Literacy Plus A: Language, Lifeskills, Civics" by J. Saslow; "Literacy Plus B: Language, Lifeskills, Civics" by J. Saslow; "Longman ESL Literacy" by Y. W. Nishio; "Taking Off: Beginning English and Literacy Workbook" by S. H. Fesler & C. M. Newman; "Ventures Basic Student’s Book and Literacy Workbook" by G. Bitterlin, D. Johnson, D. Price, S. Ramirez & K. L. Savage; "LifePrints Literacy Book and Literacy Workbook" by M. C. Florez; and "English—No Problem! Literacy Book and Literacy Workbook" by E. Minicz & M. L. Taylo