Scoring oral communicative competence in second-language classrooms

This cross-sectional, qualitative and quantitative study examines the reliability and validity of criterion-referenced rating scales used to measure students' oral communicative competence. The research design reflects the current view of oral communicative competence as encompassing several distinct but interconnected language abilities. The purpose of the study was three-fold. First, criterion-referenced scoring scales were developed based on current research and theories in applied linguistics, second language learning, and language proficiency testing. Second, the rating scales were field tested as an instrument to measure students' achievement of specific oral language abilities in a grade 11 French Immersion classroom. Third, the rating scales were tested to determine their qualities of validity and reliability. Multiple data collection strategies and continuous cross-referencing and triangulation during multivariate analysis ensured consistency in design and methodology.; This research was conducted because of the current lack of consistency in oral language testing and scoring methods. (Abstract shortened by UMI.)...