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- Title
Assessing Content in a Curriculum-based EFL Oral Exam: The Importance of Higher-order Thinking Skills.
- Authors
Bøhn, Henrik
- Abstract
In this study data from verbal protocols and semi-structured interviews was analysed to explore Norwegian EFL teacher raters' (n=10) orientations towards content in an oral English exam at the upper secondary school level, a context characterized by the absence of a common rating scale for the teacher raters. The content construct was mainly analysed in terms a subject matter dimension and a skills and processes dimension. The results indicated that the teachers were more concerned with the skills and processes dimension (e.g. analysis, reflection) than with the subject matter dimension (e.g. cultural knowledge). Moreover, their understanding of subject matter compared fairly well with the subject curriculum, despite instances of construct underrepresentation. The study points to the prominence of guidance for teacher raters in the assessment of content and to the significance of alerting students to the importance of higher-order thinking skills in language education at this level.
- Subjects
ORAL examinations (Education); ENGLISH as a foreign language; CRITICAL thinking; ENGLISH teachers; SECONDARY school curriculum
- Publication
Journal of Language Teaching & Research, 2018, Vol 9, Issue 1, p16
- ISSN
1798-4769
- Publication type
Article
- DOI
10.17507/jltr.0901.03