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Author: Walter J. Mircea-Pines
Publisher:
ISBN:
Category :
Languages : en
Pages : 212
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Book Description
This dissertation study examined the reliability and validity claims of a modified version of the Spanish Modern Language Association Foreign Language Proficiency Test for Teachers and Advanced Students administered at George Mason University (GMU). The study used the 1999 computerized GMU version that was administered to 277 test-takers via WebCT, (a web course management tool), and not the original 1961 pencil-and-paper edition. The GMU examination retained five sections from the test's original seven, namely Speaking, Listening, Reading, Writing, and Culture and Civilization. The original response formats, i.e. multiple-choice and true-false, were preserved for the most part. The Writing section was changed from the original error correction and text editing format to a fill-in-the-blanks format. The Culture and Civilization section was re-written due to obsolescence; however it retained the original answer format, to which a matching component was added. The study's design was framed by the investigative steps proposed by Messick (1989) and Nitko and Brookhart (2007). An ex post facto approach was used, which mixed the confirmatory factor analysis and multiple regression analyses with descriptive interpretations. The quantitative analyses examined the impact of nationality, gender and average time spent on completing the tasks on the five subscales of the Spanish GMU MLA examinations. The analyses provided mixed results related to the predictors' ability to explain the subscale scores. The descriptive analyses revealed numerous validity flaws and gaps in the test construction. Such inadequacies overshadowed the positive aspects and eventually led to my questioning of the hypothesis that the judgments based on data from the Spanish GMU MLA examinations are reliable and valid. Recommendations for possible revisions were made, along with suggestions for future research avenues.
Author: Walter J. Mircea-Pines
Publisher:
ISBN:
Category :
Languages : en
Pages : 212
Get Book Here
Book Description
This dissertation study examined the reliability and validity claims of a modified version of the Spanish Modern Language Association Foreign Language Proficiency Test for Teachers and Advanced Students administered at George Mason University (GMU). The study used the 1999 computerized GMU version that was administered to 277 test-takers via WebCT, (a web course management tool), and not the original 1961 pencil-and-paper edition. The GMU examination retained five sections from the test's original seven, namely Speaking, Listening, Reading, Writing, and Culture and Civilization. The original response formats, i.e. multiple-choice and true-false, were preserved for the most part. The Writing section was changed from the original error correction and text editing format to a fill-in-the-blanks format. The Culture and Civilization section was re-written due to obsolescence; however it retained the original answer format, to which a matching component was added. The study's design was framed by the investigative steps proposed by Messick (1989) and Nitko and Brookhart (2007). An ex post facto approach was used, which mixed the confirmatory factor analysis and multiple regression analyses with descriptive interpretations. The quantitative analyses examined the impact of nationality, gender and average time spent on completing the tasks on the five subscales of the Spanish GMU MLA examinations. The analyses provided mixed results related to the predictors' ability to explain the subscale scores. The descriptive analyses revealed numerous validity flaws and gaps in the test construction. Such inadequacies overshadowed the positive aspects and eventually led to my questioning of the hypothesis that the judgments based on data from the Spanish GMU MLA examinations are reliable and valid. Recommendations for possible revisions were made, along with suggestions for future research avenues.
Author: Carol A. Chapelle
Publisher: Routledge
ISBN: 1135602859
Category : Education
Languages : en
Pages : 437
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Book Description
The Test of English as a Foreign Language TM (TOEFL®) is used by more universities worldwide than any other test to assess English language proficiency for academic admission and placement decisions, and to guide English language instruction. This landmark volume provides a detailed description and analysis of Educational Testing Service’s research and development efforts to develop a major revision of the TOEFL® test. The result is a book that serves as a case study of test design drawing upon theory in the complex domain of English language proficiency while attempting to meet standards of educational measurement. Building a Validity Argument for the Test of English as a Foreign LanguageTM is distinctive in its attempt to develop a coherent story of the rationale for a test or its revision, explain the research and development process, and provide the results of the validation process. Through its treatment of one test, it expands on and tests principles and approaches to educational measurement, providing an in-depth, integrated perspective on the overall process of test revision. Moreover, because the conceptual foundation and history are presented alongside the empirical studies and validity argument, these sometimes disparate areas are presented in a way that demonstrates their connections – an approach which represents a departure from, or extension of, conventional materials on test revision. This volume is particularly relevant for professionals and graduate students in educational measurement, applied linguistics, and second language acquisition as well as anyone interested in assessment issues.
Author: Eileen Maloney
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 124
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Book Description
Author: Walter J. Mircea-Pines
Publisher: LAP Lambert Academic Publishing
ISBN: 9783848417889
Category :
Languages : en
Pages : 116
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Book Description
This analysis examined the reliability and validity claims of a modified version of the Spanish Modern Language Association Foreign Language Proficiency Test. The study used a computerized version that was administered to 277 test-takers. The study's design was framed by the investigative steps proposed by Messick (1989) and Nitko and Brookhart (2007). An ex post facto approach was used, which mixed the confirmatory factor analysis and multiple regression analyses with descriptive interpretations. The quantitative analyses examined the impact of nationality, gender and average time spent on completing the tasks on the five subscales of this particular examination. The analyses provided mixed results related to the predictors' ability to explain the subscale scores. The descriptive analyses revealed numerous validity flaws and gaps in the test construction. Such inadequacies overshadowed the positive aspects and eventually led to my questioning of the hypothesis that the judgments based on data from these particular examinations are reliable and valid. Recommendations for possible revisions were made, along with suggestions for future research avenues.
