增加第二语言听力和阅读分数的价值:使用分数增加法

IF 1 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY
S. Papageorgiou, Ikkyu Choi
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引用次数: 4

摘要

本研究考察了在评估第二语言模态(特别是阅读或听力理解)的测试部分中报告项目组的子分数是否从测量的角度增加了部分分数已经提供的信息的价值。我们分析了116,489名考生对两次大型国际英语作为外语考试的阅读和听力项目的反应。为了“加强”子分数的可靠性,从而提高它们的附加值,我们采用了分数增强法(Haberman, 2008)。在这样做的过程中,我们的目的是检验报告特定组的阅读和听力项目的增加子分数是否可以提高这些子分数的附加值,从而证明提供更多关于考生表现的细粒度信息是合理的。我们的分析表明,总的来说,从心理测量学的角度来看,缺乏对报告子分数的支持,分数增加略微提高了子分数的附加值。对于希望报告有关测试性能的更细粒度信息的测试开发人员,我们讨论了我们的发现的几个含义。最后,我们认为研究如何最好地报告这种精炼的反馈应该是未来第二语言能力测试的重点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Adding Value to Second-Language Listening and Reading Subscores: Using a Score Augmentation Approach
This study examined whether reporting subscores for groups of items within a test section assessing a second-language modality (specifically reading or listening comprehension) added value from a measurement perspective to the information already provided by the section scores. We analyzed the responses of 116,489 test takers to reading and listening items from operational administrations of two large-scale international tests of English as a foreign language. To “strengthen” the reliability of the subscores, and thus improve their added value, we applied a score augmentation method (Haberman, 2008). In doing so, our aim was to examine whether reporting augmented subscores for specific groups of reading and listening items could improve the added value of these subscores and consequently justify providing more fine-grained information about test taker performance. Our analysis indicated that in general, there was lack of support for reporting subscores from a psychometric perspective, and that score augmentation marginally improved the added value of the subscores. We discuss several implications of our findings for test developers wishing to report more fine-grained information about test performance. We conclude by arguing that research on how to best report such refined feedback should remain the focus of future efforts related to second-language proficiency tests.
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来源期刊
International Journal of Testing
International Journal of Testing SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
3.60
自引率
11.80%
发文量
13
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