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Record identifier : 566563
Personal Name - Primary Intelectual Responsibility : Ockey, Gary John
Title and statement of responsibility : Making a case for the Group Oral Discussion Test: The effects of personality on the group oral's score-based inferences [Thesis]
Publication, Distribution,Etc. : University of California, Los Angeles, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , University of California, Los Angeles
Summary or Abstract : The group oral discussion test is an authentic oral communication task for most second language learners, and therefore the score-based inferences that it yields are potentially valid indicators of a test taker's oral ability. However, concerns have been expressed about the extent to which a test taker's own personalities and the personalities of the group to which he or she is assigned affect his or her scores. This study, framed in a validity argument (Bachman 2005, 2006), investigates the effects of personality on estimates of test takers' oral abilities when the group oral is used. Specifically, the study examines the extent to which assertiveness, compliance, and self-consciousness as measured by the revised version of the NEO Personality Inventory (NEO-PI-R) (Costa & McCrae, 1992, Shimanoka, et al., 2002) affect the estimates of a test taker's oral ability when the group oral is used. In addition, the study investigates the degree to which assertive and non-assertive test takers' scores are affected by the levels of assertiveness of the members of the group to which they are assigned. The study included 360 Japanese first year university students who were studying English in Japan. The test takers took the revised NEO-PI-R, a group oral test (Bonk, 2004), and PhonePass Set-10 (Ordinate, 2004). The results of a structural equation modeling approach found that compliance and self-consciousness did not influence estimates of oral ability, while assertiveness did affect estimates of oral ability. MANCOVA and MANOVA analyses indicated that assertive test takers were advantaged when grouped with only non-assertive test takers and disadvantaged when grouped with only assertive test takers. Additional MANCOVA and MANOVA analyses found that the scores of non-assertive test takers were not affected by the way in which these non-assertive test takers were grouped. The study indicates that when the group oral is used, rater training sessions should include guidance on how to assign fair scores to individual group members and that the assertiveness of test takers should be taken into account when assigning test takers to groups..
Topical Name Used as Subject : Educational evaluation, Educational psychology, PersonalityLanguage testing, English as a second language, Group Oral Discussion Test, Personality
Information of biblio record : TL
 
 
 
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