An Assessment use Argument for Spanish for the Professionals Pardo-Ballester, Cristina Pardo-Ballester, Cristina
dc.contributor.department World Languages and Cultures 2020-03-11T14:50:10.000 2020-06-30T05:46:14Z 2020-06-30T05:46:14Z Wed Jan 01 00:00:00 UTC 2020 2020-03-11 2020-03-02
dc.description.abstract <p>This study focuses on reflective practice journal entries and compares intermediate Spanish learners’ journals of their own oral performance through two different opportunities - an Oral Proficiency Interview (OPI) and a Virtual Oral Interview Classroom/based Exam (VOICES) - within the framework of a Spanish for the Professions course. Students’ journals reveal that both types of assessment have their advantages in the learning process, which results in more autonomous and more efficient learners (Ziegler, 2014). Moreover, data from the two focus groups reveals information about sufficiency, relevance, beneficence, and usefulness about the Spanish speaking activities used in the Spanish for the Professions course. This study presents an assessment use argument following Bachman and Damböck (2017) that may be used to design and teach language courses using micro-formative and macro-summative oral assessments. Using an assessment use argument, claims were made about the use of VOICES and OPI. Participants in this study were 13 undergraduate students at a large public university in the Midwest of the United States and one instructor. They were enrolled in an intermediate Spanish conversation course designed for professionals. Language performance data for oral assessments from face-to-face and online formats were evaluated comparing instances of language use. The data showed that the two types of oral assessments engaged learners in different types of learning opportunities.</p>
dc.description.comments <p>This presentation is published as Pardo-Ballerster, C., An Assessment use Argument for Spanish for the Professionals at the <em>INTED 2020 14th Annual International Technology, Education and Development Conference , </em>held on March 2-4, 2020. Doi: <a target="_blank">10.21125/inted.2020</a>. Posted with permission</p>
dc.format.mimetype application/pdf
dc.identifier archive/
dc.identifier.articleid 1012
dc.identifier.contextkey 16766744
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath language_conf/13
dc.language.iso en
dc.source.bitstream archive/|||Fri Jan 14 19:41:34 UTC 2022
dc.source.bitstream archive/|||Fri Jan 14 19:41:36 UTC 2022
dc.source.uri 10.21125/inted.2020
dc.subject.disciplines International and Comparative Education
dc.subject.disciplines Spanish Linguistics
dc.subject.disciplines Spanish Literature
dc.subject.disciplines Special Education and Teaching
dc.subject.keywords assessment use argument
dc.subject.keywords oral assessment
dc.subject.keywords interpretive argument
dc.subject.keywords reflective practice
dc.title An Assessment use Argument for Spanish for the Professionals
dc.type article
dc.type.genre presentation
dspace.entity.type Publication
relation.isAuthorOfPublication 4afca9bf-075b-4322-8edc-60c45e543bb3
relation.isOrgUnitOfPublication 4e087c74-bc10-4dbe-8ba0-d49bd574c6cc
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