The purpose of this annotated bibliography is to compile and present pertinent and useful research in the field of Oral Proficiency Testing, ranging from foundational publications to the latest innovations and studies, from 1988 to the present. It is divided into several categories by topic and common theme for ease of use: (1) Overviews and background; (2) Validity and validation studies; (3) Test and task design; (4) Oral proficiency assessment development; (5) Interlocutor and examinee characteristics; (6) Raters and interviewers; (7) Implementation and use; (8) Oral proficiency testing and curriculum; and (9) Technology. Throughout the bibliography, the American Council of Teachers of Foreign Languages will be referred to by the acronym ACTFL, and the Oral Proficiency Interview will be referred to as the OPI. This annotated bibliography was developed by AELRC research interns and staff at the Center for Applied Linguistics, in particular Amy Kim, Randi Dermo, Sonya Park, and John Wildes.
The present paper outlines a theoretical framework for a research program on Dynamic Assessment (henceforth, DA) within in the fields of L2 research, pedagogy and language testing. To achieve this, we will first discuss the theoretical basis of DA in the work of L. S. Vygotsky; next, we will contrast DA with more traditional static approaches to assessment (henceforth, SA) in the general educational and psychological literatures; we will then review the few studies that have been carried out to date on DA and L2 learning and instruction; we will next consider some of the critiques leveled against DA, in particular in its clinical orientation, by those concerned with psychometric principles; finally, we will consider the implications of some recent theoretical and empirical research calling for a closer connection between L2 assessment and instruction in light of our discussion of DA.
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