This book presents a unique inter-university scale development
project, with a focus on the validation of two new rating scales
for the assessment of academic presentations and interactions. The
use of rating scales for performance assessment has increased
considerably in educational contexts, but the empirical research to
investigate the effectiveness of such scales is scarce. The author
reports on a multi-method study designed to scale the level
descriptors on the basis of expert judgments and performance data.
The salient characteristics of the scale levels offer a
specification of academic speaking, adding concrete details to the
reference levels of the Common European Framework. The findings
suggest that validation procedures should be mapped onto
theoretical models of performance assessment.
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