Often though, the language requirements involve languages for which there are no available trained oral proficiency testers in the organization. The presentation will also describe the MOPI content and the three phases of the test. Examples will be provided and explained. In addition, the poster presentation will include the data obtained from several pilot implementations of the program in a large scale setting. An analysis of the validity of the MOPI, compared to other measurement procedures, as well as the reliability of the ratings obtained will be presented.
Initial assessments indicate adequate levels of interrater reliability.
Data presented will include use of the MOPI for the assessment of speakers of various languages. Results will be discussed also in terms of future integration of new technologies, such as speech recognition, for the assessment of specific elements of the productions, also possible in telephone interviews. Implications for large adult education and assessment programs will be drawn. The Influence of Proficiency, Language Background, and Topic on the Production of Grammatical Form and Error on the Test of Written English Investigations of ESL writing tend to be based on limited samples, on responses to a single topic, and often focus on error rather than on students' error-free production. The part of speech of each word in a sample of essays written by examinees of Arabic, Chinese, Spanish and English-speaking backgrounds is being identified and categorized.