Assessing speaking through multimodal oral presentations: The case of construct underrepresentation in EAP contexts

This article explores the nature of construct underlying classroom-based English for academic purpose (EAP) oral presentation assessments, which are used, in part, to determine admission programmes study at UK universities. Through analysis qualitative data (from questionnaires, interviews, rating discussions, and fieldnotes), highlights how, EAP settings, there is a tendency criteria teacher assessors sometimes focus too narrowly on particular spoken linguistic aspects presentations. spite student assessees drawing on, valuing, multimodal communicative affordances available performances. To better avoid such underrepresentation, tasks should be acknowledged represented scales, assessor decision-making, training contexts.