Validation of the L2 Speaking Performance Assessment for Young EFL Learners: Using Many-facet Rasch Measurement

Abstract

Although performance assessment has been widely used in English education in Korea, scant attention has been focused on the validation of the assessment, especially on the one that targets young language learners. In this regard, the purpose of this study was to validate an L2 speaking performance assessment for elementary school EFL learners, adopting many-facet Rasch measurement (MFRM) as an analytical tool. The validation focused on examinees’ behaviors, to offer an assessment validity argument as to if the result of the assessment can be considered accurate. While it was found that examinees were evaluated relatively accurately, probability curves of rating scales revealed that examinees were not separated appropriately from the current 4-level rating scale, indicating that 2-level to 3-level distinctions would better describe examinees’ achievement. Interaction analyses between Examinee✕Task and Examinee✕Rating Scale showed that examinees displayed irregular patterns when the task comprised question forms and when they were evaluated in terms of delivery of the speech. The findings of the study provide valuable information to teachers as well as researchers, on the design and interpretation of performance assessments.