.png){kind=icon}
.png){kind=icon}
Return
Using a Learning-Oriented Language Assessment Framework to Validate Key Claims Related to a B1 English Scenario-Based Assessment of Situated Second and Foreign Language Proficiency
.png){kind=icon}
PRE
AI
J
S
D
J
DOI：10.1080/15434303.2025.2575510.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
This study investigated the effectiveness of using a collaborative problem solving-scenario to measure the examinees' situated English language proficiency. Examinees worked collaboratively with simulated peers online to build understandings to deliver an evidence-based oral pitch. The protocol was developed using Purpura and Turner's (2018) LOLA framework. The scenario provided opportunities to measure the display and development of second and foreign language proficiency. The paper presented evidence for four claims. The first examined the functionality of the measures within the scenario, showing that each displayed adequate psychometric properties, thus supporting substantively meaningful score interpretations about the constructs. The second targeted the validity of the culminating speaking task by demonstrating through MG-theory and MFRM analyses that the task is a generalizable and dependable measure of situated SFL speaking ability. The third addressing scenario interrelatedness showed through path analysis that building reading and listening understandings predicted the ability to share these understandings orally. The fourth targeted the assumption that the SBLA could be instructional by showing significant examinee gains in topical knowledge across administrations. Finally, the results suggested that for those interested in measuring SFL proficiency within a rich sociocultural context with teaching and learning embedded in the design, SBLA is a promising technique for achieving this.
Keywords:
READING-COMPREHENSION
Journal
L
IF:
2.8
Papers:
30
Citations:
1.1K
Organization
Cited Papers