Scoring Second Signed Language Assessment

There exists a scarcity in signed language assessment research, especially on scoring issues and interrater reliability. This chapter describes two related assessment instruments, the SLPI and the NFA, which offer scoring criteria. Raters are provided with scales for evaluating the different components of the language production of the candidate. Through its use, the rating system has been proved successful; there is, however, hardly any data on interrater reliability. In this chapter, the authors describe reliability issues with attention to raters’ training and score resolution techniques and discuss how to identify and increase rater reliability. The dearth of knowledge on signed language assessment, and in particular its validity and reliability, indicates an urgent need for more research in this area.

Language Assessment Literacy in Second Spoken Language Assessment Contexts

This chapter provides an overview of language assessment literacy (LAL) as it relates to spoken language assessment. The chapter begins by charting developments in how LAL has been defined and conceptualized in language assessment research. Then, specific knowledge and skills related to the assessment of spoken language are discussed, organized according to the nine dimensions of LAL identified in Kremmel and Harding’s survey-based study. Critical issues are raised throughout with respect to the unique challenges involved in assessing spoken language in a fair, equitable, and inclusive manner. The authors conclude by pointing to future directions for LAL and highlight the increasingly important role of technology in language assessment practices.

Investigating the relationship between linguistic changes in L2 writers’ paraphrasing, paraphrasing performance and L2 proficiency

While the typology of paraphrasing revolves around linguistic changes of paraphrasing, little is known about the importance of different types of linguistic changes and their relationship between paraphrasing performance and L2 proficiency. Empirical enquiry has focused on L2 writers’ inappropriate paraphrasing performance against the norm of L1 writer, which is problematic in that L2 and L1 writers displayed considerable variation in paraphrasing. The present study drew upon 202 Chinese EFL writers’ written responses in a paraphrasing test to look into the discrete linguistic transformations in paraphrasing and examine how the frequency of different linguistic changes in paraphrasing relates to their paraphrasing performance and L2 proficiency. Correlation analysis was run to analyze the relationship between the frequency of linguistic changes and paraphrasing performance. Multivariate analysis of variance analysis was conducted to examine how the frequency of linguistic changes relates to L2 proficiency. The findings revealed that Conceptual Transformation had the highest significant correlation with paraphrasing scores, followed by Lexical Transformation and then Syntactic Transformation. The frequency of Synonym Substitution, Morphology, Multiple Word Units, Phrase/Clause Shift, Active/Passive Shift and Conceptual Transformation increased as L2 writers’ proficiency levels increased. Implications are drawn from the findings for paraphrasing instruction and assessment, research in paraphrasing and L2 writers’ academic writing practice.

A Bibliometric Analysis of Minimum Competency Assessment Research with VOSViewer Related to the Impact in Physics Education on 2019-2020

This study discusses the Asesmen Kompetensi Minimum (AKM) or Minimum Competency Assessment using bibliometrics, the top 5 articles and authors. The method used is the literature review using Harzing’s Publish or Perish application on March 9 and 16, 2021, with keywords “Asesmen Kompetensi Minimum” and “Minimum Competency Assessment” from the Google Scholar database and then processed by the VOSViewer application. The data obtained were 593 articles in Indonesian and 507 articles in English. The results of the bibliometric study obtained five clusters in Indonesian and English. Minimum competency assessment in Indonesian relates to eliminating the national exam, while English relates to student readiness. Top authors and articles discuss science learning, learning activities and mathematical literacy analysis skills. The top five articles in Indonesian and English, there is one study on applying minimum competency assessment and literacy skills in minimum competency assessment, which can also increase knowledge of physics in static and dynamic electricity materials. The conclusion obtained is that there is still minimum research on minimum competency assessment. The impact of this research on physics learning can be applied to static and dynamic electricity, and the top articles and authors discuss the discussion of science learning and PISA design in the pandemic era.