Examination Questions as a Form of Communication between the Examiner and the Examinee: A Sociolinguistic Perspective on Assessment Practice

Autor/in	Constantinou, Filio
Titel	Examination Questions as a Form of Communication between the Examiner and the Examinee: A Sociolinguistic Perspective on Assessment Practice
Quelle	In: Cambridge Journal of Education, 50 (2020) 6, S.711-728 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Constantinou, Filio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1761293
Schlagwörter	Sociolinguistics; Linguistic Theory; Test Items; Item Analysis; Correlation; Measurement; Communication (Thought Transfer); High Stakes Tests; Language Usage; Computational Linguistics; Test Format; Test Construction; Written Language; Secondary School Students; Foreign Countries; Questioning Techniques; Vignettes; Task Analysis; STEM Education; Humanities; Information Retrieval; Language Variation; Essay Tests; United Kingdom (England) + Suchen Sie Ihr Suchwort? Soziolinguistik; Linguistische Theorie; Test content; Testaufgabe; Itemanalyse; Korrelation; Messverfahren; Communication; thought; Kommunikation; Gedanke; Sprachgebrauch; Linguistics; Computerlinguistik; Testentwicklung; Testaufbau; Geschriebene Sprache; Sekundarschüler; Ausland; Befragungstechnik; Fragetechnik; Aufgabenanalyse; STEM; Geisteswissenschaften; Humanwissenschaften; Sprachenvielfalt; Schriftlicher Sprachgebrauch
Abstract	Written examinations represent one of the most common assessment tools in education. Though typically perceived as measurement instruments, written examinations are primarily texts that perform a communicative function. To complement existing research, this study viewed written examinations as a distinct form of communication (i.e. 'register'). Its starting point was sociolinguistic theory that suggests that the linguistic features of a text are not arbitrary, but are dictated by the context of communication (e.g. who is writing, for whom, for what purpose). Drawing on this theory, this study sought to identify the most distinctive linguistic features of written examinations, as well as their contextual drivers. The investigation, which involved an analysis of 3036 examination questions, revealed the interrelationship between communication and measurement in assessment. More importantly, it highlighted the need to render explicit the currently implicit 'social contract' that governs the linguistic design of examination questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01