東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Making a case for the Group Oral Dis...

Ockey, Gary John.

Linked to FindBook

Google Book

Amazon

博客來

Making a case for the Group Oral Discussion Test: The effects of personality on the group oral's score-based inferences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Making a case for the Group Oral Discussion Test: The effects of personality on the group oral's score-based inferences./
Author:	Ockey, Gary John.
Description:	134 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4153.
Contained By:	Dissertation Abstracts International67-11A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3240956
ISBN:	9780542968938

Making a case for the Group Oral Discussion Test: The effects of personality on the group oral's score-based inferences.
Ockey, Gary John.

Making a case for the Group Oral Discussion Test: The effects of personality on the group oral's score-based inferences. - 134 p.

Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4153.

Thesis (Ph.D.)--University of California, Los Angeles, 2006.

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.

ISBN: 9780542968938Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Making a case for the Group Oral Discussion Test: The effects of personality on the group oral's score-based inferences.
LDR:03129nmm 2200289 4500 001 1829098
005 20071106080125.5
008 130610s2006 eng d
020 $a 9780542968938
035 $a (UMI)AAI3240956
035 $a AAI3240956
040 $a UMI $c UMI
100 1 $a Ockey, Gary John. $3 1917968
245 1 0 $a Making a case for the Group Oral Discussion Test: The effects of personality on the group oral's score-based inferences.
300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4153.
500 $a Adviser: Lyle F. Bachman.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2006.
520 $a 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.
590 $a School code: 0031.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Personality. $3 1017585
690 $a 0288
690 $a 0525
690 $a 0625
710 2 0 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 67-11A.
790 1 0 $a Bachman, Lyle F., $e advisor
790 $a 0031
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3240956