Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings

During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the adequate type of assessment (Campbell, Mothersbaugh, Brammer & Taylor, 2001; St...

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Autores principales:	Carolina Girón-García, Claudia Llopis-Moreno
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2015
Materias:	ESP contexts rubric ‘Speaking Diagnostic Test’ oral production Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/527ccdfae5ad47289f244af602c5178a
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spelling	oai:doaj.org-article:527ccdfae5ad47289f244af602c5178a2021-11-25T13:21:52ZOral-based rubrics design: A case study with undergraduate Spanish students in ESP settings10.5565/rev/jtl3.6042013-6196https://doaj.org/article/527ccdfae5ad47289f244af602c5178a2015-09-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/604https://doaj.org/toc/2013-6196 During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the adequate type of assessment (Campbell, Mothersbaugh, Brammer & Taylor, 2001; Stoynoff, 2013; Schwartz & Arena, 2013). The main aim of this article is to analyze to what extent students’ oral competences (such as their English competence and fluency) affect their peers’ English oral production. More precisely, we intend to study effective procedures to assess oral production in ESP contexts. In order to assess our students, we have designed a speaking-based rubric as the main instrument (called ‘Speaking Diagnostic Test’), based on previous research (Wilson, 2006; Spandel, 2006). A total number of 10 participants were selected in the 1st year course at Universitat Jaume I (Spain). In order to carry out our investigation two different instruments were used for data collection: (1) A ‘Student Questionnaire’ to reflect students’ preferences towards taking an oral exam with their peers; and a (2) ‘Speaking Diagnostic Test’ so as to assess students’ oral production in English concerning the following variables: fluency, vocabulary, grammar, pronunciation, coherence, and communicative ability. The results obtained from both questionnaires will help us identify to what extent students’ preferences in working with other classmates influence their English oral production and therefore to what extent these results could lead to the reformulation and modification of the assessment methods. Carolina Girón-GarcíaClaudia Llopis-MorenoUniversitat Autònoma de BarcelonaarticleESP contextsrubric‘Speaking Diagnostic Test’oral productionSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 8, Iss 3 (2015)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	ESP contexts rubric ‘Speaking Diagnostic Test’ oral production Special aspects of education LC8-6691 Language and Literature P
spellingShingle	ESP contexts rubric ‘Speaking Diagnostic Test’ oral production Special aspects of education LC8-6691 Language and Literature P Carolina Girón-García Claudia Llopis-Moreno Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings
description	During several decades, considerable attention has been paid to speaking assessment procedures. Probably, the reason for this relevance lies in the difficulties in dealing with oral assessment and in determining the adequate type of assessment (Campbell, Mothersbaugh, Brammer & Taylor, 2001; Stoynoff, 2013; Schwartz & Arena, 2013). The main aim of this article is to analyze to what extent students’ oral competences (such as their English competence and fluency) affect their peers’ English oral production. More precisely, we intend to study effective procedures to assess oral production in ESP contexts. In order to assess our students, we have designed a speaking-based rubric as the main instrument (called ‘Speaking Diagnostic Test’), based on previous research (Wilson, 2006; Spandel, 2006). A total number of 10 participants were selected in the 1st year course at Universitat Jaume I (Spain). In order to carry out our investigation two different instruments were used for data collection: (1) A ‘Student Questionnaire’ to reflect students’ preferences towards taking an oral exam with their peers; and a (2) ‘Speaking Diagnostic Test’ so as to assess students’ oral production in English concerning the following variables: fluency, vocabulary, grammar, pronunciation, coherence, and communicative ability. The results obtained from both questionnaires will help us identify to what extent students’ preferences in working with other classmates influence their English oral production and therefore to what extent these results could lead to the reformulation and modification of the assessment methods.
format	article
author	Carolina Girón-García Claudia Llopis-Moreno
author_facet	Carolina Girón-García Claudia Llopis-Moreno
author_sort	Carolina Girón-García
title	Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings
title_short	Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings
title_full	Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings
title_fullStr	Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings
title_full_unstemmed	Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings
title_sort	oral-based rubrics design: a case study with undergraduate spanish students in esp settings
publisher	Universitat Autònoma de Barcelona
publishDate	2015
url	https://doaj.org/article/527ccdfae5ad47289f244af602c5178a
work_keys_str_mv	AT carolinagirongarcia oralbasedrubricsdesignacasestudywithundergraduatespanishstudentsinespsettings AT claudiallopismoreno oralbasedrubricsdesignacasestudywithundergraduatespanishstudentsinespsettings
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Oral-based rubrics design: A case study with undergraduate Spanish students in ESP settings

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