Description
Growing recognition exists for the importance of accurate assessments gaugingpre-university students’ readiness for second language lectures. These
evaluations should accurately reflect real-world lecture experiences,
particularly how well students comprehend spoken content. This study delves
into a pre-university program’s comprehensive lecture assessment design. This
design was informed by analyzing the needs of 2022 program participants and
their typical university tasks.
67 students participated in a live lecture followed by comprehension questions.
The lecture’s speech rate and vocabulary complexity were analyzed, while
trained raters evaluated student responses. Data analysis employed classical
test theory and many-facet Rasch measurement. Students also answered a
questionnaire about their approaches to the task. A stepwise linear
regression analysis investigated the impact of student-reported
comprehension and other strategies on test performance.
Results revealed suitable speech rate and vocabulary choices for the
assessment’s goals. Regression analysis showed self-reported comprehension
as a significant predictor of test scores, indicating strong face validity. Classical
test theory confirmed the assessment’s high internal consistency, and MFRM
effectively categorized students into two distinct ability levels.
However, establishing equivalence with IELTS, CEFR, or previous years’
performance proved challenging. This presentation reflects on the ongoing
development of the authentic lecture respon
| Period | 10 Feb 2024 |
|---|---|
| Event title | 2024 EAP Conference at the University of St Andrews: Assessment: An opportunity for change |
| Event type | Conference |
| Location | St Andrews, United KingdomShow on map |