Home > Research > Publications & Outputs > Decision-making in marking open-ended listening...
View graph of relations

Decision-making in marking open-ended listening test items: the case of the OET

Research output: Contribution to journalJournal article

Published

Standard

Decision-making in marking open-ended listening test items : the case of the OET. / Harding, Luke; Ryan, Kerry.

In: Spaan Fellow Working Papers in Second or Foreign Language Assessment, Vol. 7, 2009, p. 99-114.

Research output: Contribution to journalJournal article

Harvard

Harding, L & Ryan, K 2009, 'Decision-making in marking open-ended listening test items: the case of the OET' Spaan Fellow Working Papers in Second or Foreign Language Assessment, vol. 7, pp. 99-114.

APA

Harding, L., & Ryan, K. (2009). Decision-making in marking open-ended listening test items: the case of the OET. Spaan Fellow Working Papers in Second or Foreign Language Assessment, 7, 99-114.

Vancouver

Harding L, Ryan K. Decision-making in marking open-ended listening test items: the case of the OET. Spaan Fellow Working Papers in Second or Foreign Language Assessment. 2009;7:99-114.

Author

Harding, Luke ; Ryan, Kerry. / Decision-making in marking open-ended listening test items : the case of the OET. In: Spaan Fellow Working Papers in Second or Foreign Language Assessment. 2009 ; Vol. 7. pp. 99-114.

Bibtex

@article{4f2a907741384665962f9fab12ec9fcd,
title = "Decision-making in marking open-ended listening test items: the case of the OET",
abstract = "This paper forms part of a broader project in which we have attempted to “track” a marking guide for open-ended (or “limited production”) listening test items from its inception to its eventual use among assessors. One key issue that has arisen from this ongoing project is assessor decision making while using and applying a marking guide for open-ended test items. In contexts where open-ended items are used, a marking guide is intended to stipulate precisely what kind of response should be accepted as evidence of the ability under test. However, there often remains scope for assessors to apply their own interpretations of the construct in judging responses that fall outside the necessarily limited information provided in a marking guide. This paper explores this issue in relation to the listening component of the Occupational English Test (OET)—a language test for overseas-qualified health professionals wishing to work in Australia.",
author = "Luke Harding and Kerry Ryan",
year = "2009",
language = "English",
volume = "7",
pages = "99--114",
journal = "Spaan Fellow Working Papers in Second or Foreign Language Assessment",

}

RIS

TY - JOUR

T1 - Decision-making in marking open-ended listening test items

T2 - the case of the OET

AU - Harding, Luke

AU - Ryan, Kerry

PY - 2009

Y1 - 2009

N2 - This paper forms part of a broader project in which we have attempted to “track” a marking guide for open-ended (or “limited production”) listening test items from its inception to its eventual use among assessors. One key issue that has arisen from this ongoing project is assessor decision making while using and applying a marking guide for open-ended test items. In contexts where open-ended items are used, a marking guide is intended to stipulate precisely what kind of response should be accepted as evidence of the ability under test. However, there often remains scope for assessors to apply their own interpretations of the construct in judging responses that fall outside the necessarily limited information provided in a marking guide. This paper explores this issue in relation to the listening component of the Occupational English Test (OET)—a language test for overseas-qualified health professionals wishing to work in Australia.

AB - This paper forms part of a broader project in which we have attempted to “track” a marking guide for open-ended (or “limited production”) listening test items from its inception to its eventual use among assessors. One key issue that has arisen from this ongoing project is assessor decision making while using and applying a marking guide for open-ended test items. In contexts where open-ended items are used, a marking guide is intended to stipulate precisely what kind of response should be accepted as evidence of the ability under test. However, there often remains scope for assessors to apply their own interpretations of the construct in judging responses that fall outside the necessarily limited information provided in a marking guide. This paper explores this issue in relation to the listening component of the Occupational English Test (OET)—a language test for overseas-qualified health professionals wishing to work in Australia.

M3 - Journal article

VL - 7

SP - 99

EP - 114

JO - Spaan Fellow Working Papers in Second or Foreign Language Assessment

JF - Spaan Fellow Working Papers in Second or Foreign Language Assessment

ER -