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The teacher as examiner of L2 oral tests : A challenge to standardization.

机译：作为L2口语考试考官的老师：标准化的挑战。

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The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, 9th-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its main objective is to contribute to equity in assessment and grading on a national level. However, using teachers as examiners raises problems for standardization. The aim of this study is to examine teachers’/examiners’ practices and views regarding four aspects of the speaking test – test-taker grouping, recording practices, the actual test occasion, and examiner participation in students’ test interactions – and to discuss findings in relation to issues concerning the normativity and practical feasibility of standardization, taking the perspectives of test-takers, teachers/examiners, and test constructors into account. In order to answer research questions linked to these four aspects of L2 oral testing, self-report survey data from a random sample of teachers (N = 204) and teacher interviews (N = 11) were collected and quantitative data were analyzed using inferential statistics. Survey findings revealed that despite thorough instructions, teacher practices and views vary greatly across all aspects, which was further confirmed by interview data. Three background variables – teacher certification, work experience, gender – were investigated to see whether they could provide explanations. Whereas certification and gender did not contribute significantly to explaining the findings, work experience bore some relevance, but effect sizes were generally small. The study concludes that using teachers as examiners is a well-functioning procedure in terms of assessment for learning, but raises doubts regarding assessment of learning and standardization; a solution for test authorities could be to frame the test as non-standardized.
机译：本文着眼于L2口腔测试的标准化问题。尽管外部考官经常在全球范围内使用，但某些国家/地区却选择考生自己的老师作为考官。在本研究中，以瑞典为例，重点是英语（口语）的强制性，高风险，总结性的9年级国家测试。国家考试具有标准考试的典型特征，其主要目标是在国家级评估和分级中促进公平。但是，使用教师作为考官会带来标准化的问题。这项研究的目的是检查教师/考官在口语考试四个方面的做法和观点，即考生分组，记录做法，实际考试时机以及考官参与学生考试互动的方式，并讨论发现关于标准化的规范性和实际可行性的问题，应考虑考生，教师/考官和测试构建者的观点。为了回答与L2口语测试这四个方面相关的研究问题，收集了来自教师随机样本（N = 204）和教师访谈（N = 11）的自我报告调查数据，并使用推论统计分析了定量数据。调查结果显示，尽管有详尽的指示，但教师的做法和观点在各个方面都大不相同，访谈数据进一步证实了这一点。调查了三个背景变量-教师资格，工作经验，性别-以确定是否可以提供解释。尽管认证和性别对解释发现没有显着贡献，但是工作经验具有一定的相关性，但是效果通常很小。研究得出的结论是，就学习评估而言，以教师为考官是一个运作良好的程序，但对学习评估和标准化产生了怀疑。测试机构的解决方案可能是将测试标准化。

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