Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment

Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for National English Speaking Test (NEST) are offered teachers, who act as raters their own students’ performances on this high-stakes L2 (OP) test. Despite guidelines, teachers commonly construct NEST scoring rubric. The present study aims unveil teachers-as-raters’ conceptualizations, these emerge from self-made rubrics, possible transformations policy. Data consist 20 teacher-generated rubrics used assessing (years 6 9). Rubrics were collected via personal networks online teacher membership groups. Employing content analysis, data analysed qualitatively examine (i) what OP sub-skills in focus assessment, (ii) how conceptualized, (iii) rubric design. Results showed that design heavily official which led broad consensus about assess—but not assess. Lack was particularly salient interactive skills. Analysis policy revealed teachers’ templates, fact, lead an analytic rather than a holistic practice.