Empirically verifiable criteria to assess vocabulary accuracy in the oral production of foreign language teachers
DOI:
https://doi.org/10.14393/DL49-v16n1a2022-3Keywords:
Teacher assessment. Oral proficiency. Foreign language. Vocabulary.Abstract
The EPPLE (Proficiency Exam for Foreign Language Teachers) is an assessment instrument in constant improvement (CONSOLO and TEIXEIRA DA SILVA, 2014; COLOMBO, 2019) which aims at assessing the proficiency of the FL teacher in the Brazilian context. Currently, the EPPLE has only a holistic scale to assess the oral performance of candidates, developed intuitively. Thus, it is necessary to build an analytical and empirically based proficiency scale to produce an argument for the validity of the assessment criteria that classify the oral performances in the exam. The vocabulary accuracy, among other constructs of the linguistic competence, is extremely important for the FL language teacher oral proficiency, since the teacher teaches LE using the target language in communicative contexts (FREEMAN et al., 2015). The present study presents results of the application of EBBs (Empirically derived, Binary choice, Boundary definition scales), an empirical methodology for the development of assessment criteria and rating scales developed by Upshur and Turner (1999), for the construction of a framework of empirically verifiable criteria to assess the vocabulary accuracy used by EPPLE candidates. From data analysis, it was possible to develop an analytical proficiency scale to assess vocabulary accuracy that integrates the coherence of the vocabulary, the accurate use of metalanguage and the knowledge of keywords related to linguistic topics.
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