Abstract
AbstractProminent spoken language assessments such as the Oral Proficiency Interview and the Test of Spoken English have been primarily concerned with speaking ability as it relates to conversation. This paper looks at an additional aspect of spoken language ability, namely public speaking. This study used an adapted form of a public speaking rating scale originally designed for English as a foreign language (EFL) contexts. This paper seeks to evaluate the relationship between this EFL-based scale and assessment within a core US university public speaking course. The relevance of EFL assessments to those used in English medium courses provides insight as to whether language learners are being evaluated on similar public speaking constructs to their English speaking peers, and informs instruction aimed at preparing students for English medium courses. A sample of undergraduate students (N = 44), primarily native speakers of English, performed classroom speeches in an introductory public speaking course and...
Highlights
Research question 1: What is the relationship between scores on the adapted public speaking rating scale and grades assigned by a public speaking instructor? The initial rating scale score obtained for each speech sample was correlated with the percentage grades assigned by the instructor (r = .77, n = 44, p < .01) in order to address research question 1
This research hopes to broaden the understanding of public speaking assessment as it is applied in context, and work toward a more comprehensive evaluation of student public speech
This paper contributes to knowledge of the relationship between a rating scale developed for the foreign language classroom, and evaluations of public speaking in a mainstream university classroom
Summary
5 Conclusion has the following two parts: restatement of the thesis or a summary of the body and a closing statement 4 Conclusion has the following two parts: restatement of the thesis or a summary of the body and a closing statement. 3 Conclusion may have the two parts: restatement of the thesis or a summary of the body and a closing statement Performance assessment refers to both the assessment task (public speech) and the scoring method used (Khattri, Reeve, & Kane, 1998) This type of assessment has gained increasing support in spoken language testing as researchers strive to increase authenticity and transparency in testing
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