A many-facet Rasch analysis of the second language group oral discussion task

William J. Bonk · Gary J. Ockey

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Psychometric Methodologies and Testing EFL/ESL Teaching and Learning Student Assessment and Feedback

Abstract

FACETS many-facet Rasch analysis software (Linacre, 1998a) was utilized to look at two consecutive administrations of a large-scale (more than 1000 examinees) second language oral assessment in the form of a peer group discussion task with Japanese English-major university students. Facets modeled in the analysis were examinee, prompt, rater, and five rating category ‘items.’ Unidimensionality was shown to be strong in both datasets, and approaches to interpreting fit values for the facets modeled in the analysis were discussed. Examinee ability was the most substantial facet, followed by rater severity, and item. The prompt facet was negligible in magnitude. Rater differences in terms of severity were generally large, but this characteristic was not stable over time for individuals; returning raters tended to move toward greater severity and consistency, while new raters showed much more inconsistency. Analysis of the scales showed general validity in gradations of scale steps, though raters had some difficulty discerning between categories at the ends of the scales for pronunciation and communicative skills.

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1961Probabilistic Models for Some Intelligence and Attainment Tests 1982A Rasch Model for Partial Credit Scoring 1978A Rating Formulation for Ordered Response Categories 2000Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis 2000Annual Meeting of the American Educational Research Association 1998Using FACETS to model rater training effects 1995Rater characteristics and rater bias: implications for training 1989Reeling, Writhing, Drawling, Stretching, and Fainting in Coils: Oral Proficiency Interviews as Conversation

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2008Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms 2009The influence of interlocutor proficiency in a paired oral assessment 2010Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs?2006Validity evidence in a university group oral test 2009The effects of group members' personalities on a test taker's L2 group oral discussion test scores

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