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Asking more than one question in one turn in oral examinations and its impact on examination quality

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journal contribution
posted on 12.07.2021, 09:56 by Karianne Skovholt, Marit Skarbø Solem, Maria Njølstad Vonen, Rein Sikveland, Elizabeth StokoeElizabeth Stokoe
The assessment of oral skills is a key part of school examination systems around the world. Typically, examiners engage candidates in a conversational encounter to elicit assessable talk. However, we know little about how examiner’s elicitations may impact, constrain, or create opportunities for subsequent talk by candidates. In this study, we analyse a Norwegian dataset comprising video-recorded disciplinary oral competence exams in secondary schools. Using conversation analysis, we focus on a specific phenomenon observed in the data, in which examiners’ elicitations comprise more than one discrete question—what are termed “multiunit questions” (MUQs). We found that MUQs within the same turn scaffolded the candidates’ answers, provided hints and steered the candidates towards adequate answers. However, when the MUQs were separated by more talk across turns, candidates typically addressed only the final question. When this final question provided a pragmatic context for a specific answer, it constrained the candidate’s opportunity to expand upon their overall answer. However, high-performing candidates overruled preference constraints to produce sequence-expanding answers. We conclude that MUQs both afford and constrain opportunities for candidates to display competence and discuss how the current imprecision in guidelines may impact examination quality.

Funding

The Research Council of Norway under grant 273417

History

School

  • Social Sciences and Humanities

Department

  • Communication and Media

Published in

Journal of Pragmatics

Volume

181

Pages

100-119

Publisher

Elsevier

Version

VoR (Version of Record)

Rights holder

© Crown copyright

Publisher statement

This is an Open Access Article. It is published by Elsevier under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/

Acceptance date

19/05/2021

Publication date

2021-06-15

Copyright date

2021

ISSN

0378-2166

Language

en

Depositor

Prof Elizabeth Stokoe. Deposit date: 20 May 2021