Speakers
Description
This TEVAL SIG forum at PanSIG2025 addresses two key areas of L2 language assessment: L2 essay evaluation and L2 listening assessment conditions. Edward Schaefer will present an L2 writing assessment study exploring whether many-facet Rasch measurement (MFRM) and cluster analysis can identify distinct rater types among 40 native English speakers evaluating Japanese university students' essays. MFRM revealed significant rater bias within a subgroup, while cluster analysis distinguished three rater types: rhetorical features, linguistic features, and mechanics. Schaefer will discuss the implications for L2 writing instruction and assessment. Makito Kawata will explore how room acoustics influence English listening test performance. The study examined the acoustic characteristics of standardized EFL proficiency test venues and analyzed the score data obtained from those rooms. Results showed that 1) acoustic conditions differed substantially across test rooms, 2) listening scores were significantly lower in acoustically unfavorable rooms, and 3) lower-proficiency learners were disproportionately affected by poor acoustic conditions. Practical recommendations for equitable listening assessment will be discussed. Please join us for a lively discussion about these topics and how they influence teaching and testing practices.
ABSTRACT
This TEVAL SIG forum at PanSIG2025 addresses two key areas of L2 language assessment: L2 essay evaluation and L2 listening assessment conditions. Edward Schaefer will present an L2 writing assessment study exploring whether many-facet Rasch measurement (MFRM) and cluster analysis can identify distinct rater types among 40 native English speakers evaluating Japanese university students' essays. MFRM revealed significant rater bias within a subgroup, while cluster analysis distinguished three rater types: rhetorical features, linguistic features, and mechanics. Schaefer will discuss the implications for L2 writing instruction and assessment. Makito Kawata will explore how room acoustics influence English listening test performance. The study examined the acoustic characteristics of standardized EFL proficiency test venues and analyzed the score data obtained from those rooms. Results showed that 1) acoustic conditions differed substantially across test rooms, 2) listening scores were significantly lower in acoustically unfavorable rooms, and 3) lower-proficiency learners were disproportionately affected by poor acoustic conditions. Practical recommendations for equitable listening assessment will be discussed. Please join us for a lively discussion about these topics and how they influence teaching and testing practices.
| RELEVANT SIG | Testing and Evaluation |
|---|
