Conceptualizing and Developing a Rubric for Assessing Chinese Pragmatic Competence


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Presented at: NCLC 2016

The goal of this presentation is to share an innovative approach of developing a rubric that can be used to assess pragmatic competence in both standardized and formative classroom assessment settings. Pragmatic competence has been conceptualized as a key component underlying second language (L2) communicative ability (Bachman & Palmer, 1996). However, very little research has been done that investigated the assessment of pragmatic competence, and no scoring rubric has been developed that explicitly assesses this construct.

In this presentation, the presenter will provide an overview of theoretical conceptualization of pragmatic competence and share an innovative approach of developing an empirically-derived binary-choice boundary-definition rubric (i.e., a type of teacher-friendly rubric) for assessing pragmatic competence (Upshur & Turner, 1995).

Participants of the presentation will gain knowledge about pragmatic competence, learn how to develop an EBB rubric, and walk away with a draft rubric that they can possibly use in their classrooms.