Talking the talk : oracy demands in first year university assessment tasks

Doherty, Catherine A., Kettle, Margaret A., May, Lynette A., & Caukill, Emma (2011) Talking the talk : oracy demands in first year university assessment tasks. Assessment in Education, 18(1), pp. 27-39.

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With more constructivist approaches to learning in higher education and more value on teamwork skills, students’ oracy (speaking and listening) features more prominently in curriculum, pedagogy and assessment. The paper reports on a study of two first-year Australian university courses in disciplines with explicit industry orientations and high proportions of international students. Drawing on classroom observations and interviews with the lecturers, this paper investigates their pedagogical designs on oracy and the oracy demands of their assessment tasks. The study found that talk-based assessment tasks (a group project and a group oral presentation) featured in both courses but the two courses treated students’ oracy differently: as product or process. The contrast between the two assessment designs explicates issues around EAL student needs, authentic links to industry, the provenance of criteria used to assess performance, perceptions about the relevance of talk and the ‘hidden assessment’ of oracy.

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ID Code: 39710
Item Type: Journal Article
Refereed: Yes
Keywords: oracy, assessment, groupwork, higher education, EAL students, HERN
DOI: 10.1080/0969594X.2010.498775
ISSN: 0969-594X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400) > Applied Linguistics and Educational Linguistics (200401)
Divisions: Past > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2011 Taylor & Francis
Copyright Statement: This is the author's version of the work. It is posted here by permission of Taylor & Francis for personal use, not for redistribution.
The definitive version was published in Assessment in Education: Principles, Policy & Practice, Volume 18 Issue 1, February 2011.
doi:10.1080/0969594X.2010.498775 (
Deposited On: 27 Jan 2011 22:28
Last Modified: 23 Jun 2017 14:42

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