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Data for FLA article Self-assessment: How Reliable is it in Assessing Oral Proficiency over Time?

Name: Data for FLA article Self-assessment: How Reliable is it in Assessing Oral Proficiency over Time?
Published: 2018-12-19
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Paula Winke, Michigan State University; Wenyue Ma, Michigan State University

Version: View help for Version V1

Name	File Type	Size	Last Modified
FLA-Spring2019_Ma-Winke_RawData-CodeBook.xlsx	application/vnd.openxmlformats-officedocument.spreadsheetml.sheet	151 KB	12/19/2018 10:04:AM

Project Citation:

Winke, Paula, and Ma, Wenyue. Data for FLA article Self-assessment: How Reliable is it in Assessing Oral Proficiency over Time? Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018-12-19. https://doi.org/10.3886/E107833V1

Project Description

Summary: Abstract: Second language (L2) learners can assess their oral skills with some accuracy. A question is whether learners can reliably use self-assessment to track their language gains over time. During the spring of two subsequent years, 80 university L2-Chinese learners completed an oral-skills self-assessment based on the NCSSFL-ACTFL Can-do Statements (2015), and took an ACTFL OPIc. Results were compared to see how accurate the self-assessments were and to determine if the students’ self-assessment skills improved. Most students’ OPIc gains were reflected in their self-assessment gains; meanwhile, learners tended to under-assess rather than over-assess their skills. Students at the Novice and Advanced proficiency levels were more accurate self-assessors than were Intermediate-level learners. There was no difference in self-assessment-rating accuracy between Years 1 and 2. The findings suggest that self-assessment based on the NCSSFL-ACTFL Can-do Statements is valuable for low-stakes assessments, for example, to monitor students’ proficiency gains and to globally track the way in which language programs promote proficiency growth.

Funding Sources: National Security Education Program's Language Flagship Proficiency Initiative (0054-MSU-22-PI-280-PO2)

Scope of Project

Subject Terms: This is a data subset from the larger project.

Geographic Coverage: Michigan State University

Time Period(s): 3/1/2015 – 5/1/2017 (Spring 2015, Spring 2016, and Spring 2017)

Collection Date(s): 3/1/2015 – 5/1/2017 (Spring 2015, Spring 2016, Spring 2017)

Universe: Chinese-language learners at Michigan State University in the undergraduate program who took the ACTFL OPIc tests at least twice with a one-year interval in between.

Data Type(s): other

Collection Notes: These data were collected as part of the National Security Education Program's Language Flagship Proficiency Initiative grant that was awarded to Principal Investigators Paula Winke and Susan Gass at Michigan State University, Award Number 0054-MSU-22-PI-280-PO2.

Methodology

Response Rate: The data subset includes 80 learners.

Sampling: Pseudo-random.

Data Source: Background surveys and official ACTFL OPIc tests.

Collection Mode(s): other; web-based survey

Scales: ACTFL OPIc scale of Novice Low to Superior, represented as numbers 1 through 10.

Weights: No weights.

Unit(s) of Observation: Self-assessment scores; OPIC scores

Geographic Unit: Self-assessment scores; OPIc scores

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Published Versions

V2 [2018-12-19]

V1 [2018-12-19]

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