Language Assessment Quarterly最新文献_第8页

Developing and Validating a Computerized Adaptive Testing System for Measuring the English Proficiency of Taiwanese EFL University Students 台湾外语大学学生英语能力计算机自适应测试系统的开发与验证

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-10-24 DOI: 10.1080/15434303.2021.1984490

H. Huang, S. Hung, Hsiu-Yi Chao, Jyun-Hong Chen, Tsui-Peng Lin, Ching-Lin Shih

{"title":"Developing and Validating a Computerized Adaptive Testing System for Measuring the English Proficiency of Taiwanese EFL University Students","authors":"H. Huang, S. Hung, Hsiu-Yi Chao, Jyun-Hong Chen, Tsui-Peng Lin, Ching-Lin Shih","doi":"10.1080/15434303.2021.1984490","DOIUrl":"https://doi.org/10.1080/15434303.2021.1984490","url":null,"abstract":"ABSTRACT Prompted by Taiwanese university students’ increasing demand for English proficiency assessment, the absence of a test designed specifically for this demographic subgroup, and the lack of a localized and freely-accessible proficiency measure, this project set out to develop and validate a computerized adaptive English proficiency testing (E-CAT) system for Taiwanese EFL university students. Drawing on the guidelines posited by L2 testing specialists, we devised and followed a six-stage procedure to develop this E-CAT system: determining the test purpose, defining the construct, developing the test items, designing the administration processes, performing the field testing, and constructing the E-CAT system. Upon its completion, we performed two validation studies on the simulated data and as such offered the backing for the generalization inference and the explanation inference, which combined to lend support for the validity argument for the E-CAT score-based interpretations and uses. This project highlighted the importance of test localization, foregrounded the utility of computerized adaptive testing and item response theory in language test development and validation, and generated a localized, free-of-charge English proficiency test for Taiwanese university students to satisfy the graduation benchmark requirement and/or to demonstrate their English proficiency levels when job hunting.","PeriodicalId":46873,"journal":{"name":"Language Assessment Quarterly","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44445959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Relationship between Word Difficulty and Frequency: A Response to Hashimoto (2021) 单词难度和频率之间的关系：对桥本的回应（2021）

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-10-21 DOI: 10.1080/15434303.2021.1992629

J. Stewart, Joseph P. Vitta, Christopher Nicklin, Stuart Mclean, Geoffrey G. Pinchbeck, Brandon Kramer

引用次数: 7

Language Testing for Migrants: Co-Constructing Validation 移民语言测试:共同建构验证

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-10-20 DOI: 10.1080/15434303.2021.1986513

B. O’Sullivan, Micheline B. Chalhoub-Deville

{"title":"Language Testing for Migrants: Co-Constructing Validation","authors":"B. O’Sullivan, Micheline B. Chalhoub-Deville","doi":"10.1080/15434303.2021.1986513","DOIUrl":"https://doi.org/10.1080/15434303.2021.1986513","url":null,"abstract":"The present issue provides a much-needed space to key issues not visible in our discourse in language testing and research. The various articles delve into research, policy, test development, and validity considerations for migrants who are increasingly mandated to take language and literacy tests. The papers point to issues of “test misuse,” bias, negative impact, and altogether different test taker populations, which tend to have low literacy in their first languages. While many of the concerns raised in this special issue relate specifically to the testing of language learners with low print literacy, there are lessons here for test development and validation theory across the board. In our commentary, we will focus primarily on issues of validation. This seems to be a critical theme in all the papers included in the present issue. We and the authors in this special issue argue that the language testing community needs to revisit validity theory considering the intricate connections between language testing and migration policies. Validation, as clearly shown in this issues, needs to be co-constructed by key stakeholder groups at the design, development, administration, research, and use levels.","PeriodicalId":46873,"journal":{"name":"Language Assessment Quarterly","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43165517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Putting Low Alphabetic Print Literacy on the Language Testing Agenda 将低字母印刷能力纳入语言测试议程

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-10-20 DOI: 10.1080/15434303.2021.1986512

B. Deygers

引用次数: 0

The Interplay of Text and Image on the Meaning-making Processes of Adult L2 Learners with Emerging Literacy: Implications for Test Design and Evaluation Frameworks 文本和图像对初具读写能力的成人二语学习者意义生成过程的影响:对测试设计和评估框架的启示

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-10-20 DOI: 10.1080/15434303.2021.1984491

Jenna A. Altherr Flores

{"title":"The Interplay of Text and Image on the Meaning-making Processes of Adult L2 Learners with Emerging Literacy: Implications for Test Design and Evaluation Frameworks","authors":"Jenna A. Altherr Flores","doi":"10.1080/15434303.2021.1984491","DOIUrl":"https://doi.org/10.1080/15434303.2021.1984491","url":null,"abstract":"ABSTRACT This study investigates meaning-making processes in language and literacy assessments. Using a social semiotic perspective, it examines how adult second language learners with emerging literacy self-articulate their understanding of multimodal elements and components utilized in low-stakes assessments, and the strategies they use to make meaning in such tests. The study examines how the intended meaning of assessment prompts aligns with the perceived meaning on the part of participants. To do so, we used an existing assessment tool developed for refugee-background adults in the United States as well as two experimental assessment texts created as part of the research. Data was collected via semi-structured interviews with 14 participants. Interviews were analyzed using a critical multimodal social semiotic approach, informed by systemic functional linguistics. Data was coded according to metafunction and theme, with results organized by test genre element and multimodal component. Results exposed tensions between participants’ responses to textual and visual prompts and the expectations of test designers. Findings reveal that textual composition and assessment practices may be inadvertently biased against individuals with diverging literacy profiles. Results have implications for assessment of this population such that language, literacy, and test socialization should be considered during test design and evaluation framework development.","PeriodicalId":46873,"journal":{"name":"Language Assessment Quarterly","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45892883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

A Revisit of Zumbo’s Third Generation DIF: How Are We Doing in Language Testing? 重访Zumbo的第三代DIF：我们在语言测试中做得怎么样？

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-09-30 DOI: 10.1080/15434303.2021.1963253

Hongli Li, C. Hunter, Jacquelyn A. Bialo

引用次数: 1

Handbook of Automated Scoring: Theory into Practice 自动评分手册：理论与实践

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-09-05 DOI: 10.1080/15434303.2021.1970168

Shaoyan Zou, Jun Wang

引用次数: 24

The Evolution of Assessment in English Pronunciation: The Case of Hong Kong (1978-2018) 英语发音评估的演变——以香港为例（1978-2018）

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-08-10 DOI: 10.1080/15434303.2021.1935960

J. Chan

{"title":"The Evolution of Assessment in English Pronunciation: The Case of Hong Kong (1978-2018)","authors":"J. Chan","doi":"10.1080/15434303.2021.1935960","DOIUrl":"https://doi.org/10.1080/15434303.2021.1935960","url":null,"abstract":"ABSTRACT This study tracked the development of Hong Kong’s assessment practices for English pronunciation over the past four decades, with reference to the nativeness and intelligibility principles in L2 pronunciation research and pedagogy. Specifically, it evaluated changes in assessors’ comments on candidates’ English pronunciation performance in school-exit public examinations between 1978 and 2018. Qualitative and quantitative content analyses were conducted on the examination report for each year to identify themes related to candidates’ pronunciation ‘problems’, including ‘word-based’ features (word pronunciation, word stress, segmentals), ‘discourse-based’ features (suprasegmentals) and ‘delivery’ (clarity, fluency, loudness, naturalness, pacing). In the examination reports, candidates’ problems with word-based features (particularly word pronunciation) received the most attention across the decades. Most of the comments in later reports were aligned with the intelligibility principle, particularly at the segmental level (e.g., missing consonants, simplification of consonant clusters, word pronunciation). These assessment practices were potentially influenced by the teaching methods recommended in the different ELT curricula over time (i.e., from an oral-structural to a communicative/task-based language teaching approach), and also by the assessors’ judgements. The paper concludes by proposing a research agenda for the promotion of an evidence-based approach that can inform future assessment practices.","PeriodicalId":46873,"journal":{"name":"Language Assessment Quarterly","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44006162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

At the Intersection of Language Testing Policy, Practice, and Research: An Interview with Yan Jin 在语言测试政策、实践和研究的交叉点上——对颜进的访谈

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-08-07 DOI: 10.1080/15434303.2021.1938570

Jason Fan, K. Frost

引用次数: 3

Language Test Misuse 语言测试误用

IF 2.9 2区文学

Language Assessment Quarterly Pub Date : 2021-08-05 DOI: 10.1080/15434303.2021.1947288

C. Carlsen, L. Rocca

引用次数: 9