This study was designed to determine how well existing analytic rating scales functioned in the assessment of low-to mid-proficiency Japanese university students' interactive English speaking ability when engaged in small group discussions. Many-facet Rasch measurement (MFRM) was employed to evaluate the quality of adapted rating scales for complexity, accuracy, and fluency (CAF), interaction, and communicative effectiveness. The video-recorded performances of 64 participants who completed 10-min group discussion tasks at the beginning and end of their first semester of university study were independently rated by four experienced raters using 9-point rating scales and the resulting scores were subjected to manyfacet Rasch measurement (MFRM). Although the scores demonstrated acceptable fit to the Rasch model, closer inspection of the data using Linacre's (J Appl Meas 3:85-106, 2002a) guidelines for post hoc evaluation of rating scale category quality revealed multiple problems with the 9-point scales and suggested four major revisions were likely to improve the scales for use in this context. The resulting five 5-point rating scales developed through these revisions were then used by the same raters to reassess the same task performances. The 5-point rating scale data was then subjected to the same manner of MFRM analyses and found to demonstrate notably improved functioning and quality.

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The use of computer-mediated communication has been shown to be effective in reducing teacher isolation and supportive of substantial collaboration between teachers. In particular, online discussion forums may provide numerous opportunities for instructors within the same department to better coordinate their efforts and the flexibility in doing so at anytime and from anywhere with an Internet connection. This paper seeks to provide a rationale for the use of online discussion forums to foster departmental communication and collaboration and examines the output and perceived effectiveness of one such forum used by a faculty composed of limited-contract, English language instructors at a large, private university in Japan over the course of one academic year.

This paper offers a response to Hutchinson’s comments on our preliminary report of ‘‘I don’t know’’ use and guessing on the bilingual Japanese Vocabulary Size Test (VST), which was published in Vocabulary Learning and Instruction. In particular, it provides greater clarification of the English proficiency levels used throughout that paper and a reiteration of what we see as its key findings regarding the range of vocabulary size estimates that were able to be calculated for the participants. Finally, it addresses the methodological limitations of the original study, which, we believe, reduce any determinations about the participants’ personality types or general test-taking behaviors to mere speculation.