Addressing the Possibilities and Limitations of Implementing a New Classroom-Based Assessment of Oral Proficiency

Abstract

In the context of recent curriculum and assessment reforms in New Zealand’s school system, the assessment of foreign language (FL) students’ oral proficiency has undergone significant transformation. In line with theoretical arguments recognising both the learning benefits of peer-to-peer interaction and the importance of on-going assessments to support teaching and learning, a summative teacher-led interview test (converse) has been replaced by a model whereby students collect evidence of several learner-focused peer-to-peer interactions in the context of teaching and learning programmes (interact). However, putting theoretical principles into practice in the assessment has proven to be more challenging than anticipated. Findings of a recent research project that investigated stakeholder perspectives (teachers and students) on interact in comparison with converse have illuminated how additional conceptual understandings regarding both interaction and assessment for learning are needed. This chapter briefly outlines the theoretical rationales for interact from both pedagogical and assessment perspectives. It summarises the key findings of the research. It then presents the case of the introduction of interact in one school, drawing on data from an interview with the teacher and a focus group with his students (n = 7). The case is presented as an example of how one school is addressing the possibilities and limitations of interact in practice. Conclusions are drawn about aspects of interact that require revision and development.