Computer-mediated Oral Proficiency Assessments: Validity, Reliability and Washback
This article reports the results of an investigation into the impact of a computer-mediated oral proficiency assessment (the OPIc®) in an advanced Spanish course. Proficiency scores, regular course assessments, and a follow-up student survey were used to investigate the practicality, reliability, validity, and washback of this online testing tool. Research results suggest that the OPIc® indeed offers a valuable independent measure of language proficiency, one that is well-received by students and that correlates well with other course assessments. The impact of OPIc® scores in curricular development and program evaluation are discussed.
||Foreign Language, Oral Proficiency, Computer-mediated Language Assessments, Curricular Development
The International Journal of Technology, Knowledge and Society, Volume 6, Issue 6, pp.85-102.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 839.146KB).
Associate Professor, Department of Foreign Languages & Literatures, University of Delaware, Newark, Delaware, USA
Jorge H. Cubillos is a native of Colombia and a Ph.D. graduate in Spanish Applied Linguistics from The Pennsylvania State University. At the present time he is an Associate Professor at the University of Delaware where he Chairs the Spanish Faculty, and supervises Elementary and Intermediate Spanish instruction. Dr. Cubillos teaches graduate courses in Foreign Language Pedagogy and is in charge of the training of Teaching Assistants. He is the author of several materials for the teaching and learning of Spanish, among them Siempre adelante (textbook and CD-ROM reading assistant for Intermediate Spanish), and Mundos Hispanos (CD-ROM program for High School Spanish). His research work has been centered in the areas of culture, technology and student assessment.
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