Assessing Functional Adequacy Using Picture Description Tasks in Classroom-Based L2 Speaking Assessment

This study examines a classroom-based second-language speaking test that uses picture description tasks and rating scale of functional adequacy (FA) in terms measurement quality. We used four FA scores from 36371 Japanese learners English at two public senior high schools 44 undergraduate graduate students. Each examinee was evaluated by or three raters. many-facet Rasch to stack longitudinal data analyzed the detail. found examinees, tasks, raters, worked well, with some concerns. For example, examinees showed serious underfit, large differences rater severity were apparent. The bias analysis suggested percentages biased patterns small between Based on our results, implications for assessment are provided, such as need conduct rigorous training.