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New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module

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Title: New Perspectives on IELTS Authenticity: An Evaluation of the Speaking Module
Language: English
Authors: Marzieh Souzandehfar
Source: International Journal of Language Testing. 2024 14(1):34-55.
Availability: Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Speech Communication, Thinking Skills, Problem Solving, Applied Linguistics, Second Language Learning, English (Second Language), Language Tests, Task Analysis, Performance Based Assessment, Test Use, Doctoral Students, Second Language Instruction, Language Teachers, Teacher Education Programs, Test Items, Foreign Countries
Geographic Terms: Iran
Assessment and Survey Identifiers: International English Language Testing System
ISSN: 2476-5880
Abstract: This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an analysis was conducted on the Speaking Module tasks using Bachman and Palmer's model of test usefulness from the discipline of applied linguistics, as well as Herrington and Herrington's inventory of the fundamental attributes of genuine assessment from the realm of general education. The results of both task analyses revealed low indices of authenticity of the tasks. The high degree of convergence of the results from the analyses could open new horizons for experts in applied linguistics to exchange ideas about authentic language assessment with those in general education. Furthermore, such characteristics as problem-solving skills, higher-order thinking skills, integrated assessment, and multiple indicators of learning, are not included in Bachman and Palmer's framework.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419473
Database: ERIC
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  Data: Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
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  Data: This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an analysis was conducted on the Speaking Module tasks using Bachman and Palmer's model of test usefulness from the discipline of applied linguistics, as well as Herrington and Herrington's inventory of the fundamental attributes of genuine assessment from the realm of general education. The results of both task analyses revealed low indices of authenticity of the tasks. The high degree of convergence of the results from the analyses could open new horizons for experts in applied linguistics to exchange ideas about authentic language assessment with those in general education. Furthermore, such characteristics as problem-solving skills, higher-order thinking skills, integrated assessment, and multiple indicators of learning, are not included in Bachman and Palmer's framework.
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      – SubjectFull: Thinking Skills
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