Revisiting Speaking Assessment Rubric Design: An Ecological Languaging Competencies (ELC) Perspective

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 4
  In Roundtable Session: Language, Equity, and Meaning-Making in Assessment for Multilingual Learners: Global Perspectives

Abstract

This study re-examines English-as-an-additional-language (EAL) speaking assessments through the lens of Ecological Languaging Competencies (ELC), a framework emphasizing whole-body sense-making and ecologically valid assessment tasks. Using a mixed methods approach, we surveyed 235 EAL teachers and researchers across 14 countries and regions and interviewed four teachers and researchers of different EAL backgrounds to explore their beliefs about ELC-inspired speaking assessment criteria and operationalizability of the rubrics. Findings revealed a preference for traditional criteria such as language and content over dynamic, ecological aspects such as multimodality, affects, as well as situation awareness and interactions. The study discusses implications for designing ELC-based speaking assessment rubrics, AI-facilitated speaking assessments, and teacher training to promote inclusive, holistic, and meaningful EAL education.

Authors

• Peichang He, The Education University of Hong Kong

• Paul Thibault

• Angel Mei Yi Lin, The Education University of Hong Kong

• Yanyan Sheng, University of Chicago

• Xiaoyan Ren, Tianshui Normal University

• Yiqi Liu, The Education University of Hong Kong