By Carol A. Chapelle, Mary K. Enright, Joan M. Jamieson
The try of English as a overseas Language ™ (TOEFL®) is utilized by more
universities all over the world than the other try out to evaluate English language
proficiency for educational admission and location judgements, and to guide
English language instruction.
This landmark quantity offers an in depth description and research of academic checking out Service’s study and improvement efforts to boost an important revision of the TOEFL® test. the result's a e-book that serves as a case learn of try layout drawing upon concept within the complicated area of English language talent whereas trying to meet criteria of academic dimension.
Building a Validity Argument for the attempt of English as a overseas Language™ is detailed in its try and enhance a coherent tale of the reason for a try or its revision, clarify the learn and improvement approach, and supply the result of the validation technique. via its remedy of 1 try, it expands on and checks rules and techniques to academic size, supplying an in-depth, built-in standpoint at the total technique of attempt revision. in addition, as the conceptual origin and historical past are awarded along the empirical experiences and validity argument, those occasionally disparate components are offered in a manner that demonstrates their connections – an strategy which represents a departure from, or extension of, traditional fabrics on attempt revision.
This quantity is very proper for execs and graduate scholars in academic size, utilized linguistics, and moment language acquisition in addition to somebody drawn to evaluation issues.
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Additional resources for Building a Validity Argument for the Test of English as a Foreign Language
Although content changes had been made to address needs expressed by users, the basis for score interpretation had been questioned by the content experts who hoped to see the implications of communicative competence take a more central role. Interpretation of the awkward dual TOEFL and TWE scores on the score report was not evident; pressures for exploring technology were on the horizon, and how validation should be conceived and conducted was debated. The new TOEFL project was born out of these tensions that surfaced regularly at meetings of the TOEFL COE, the TOEFL Research Committee, and the TOEFL Policy Council.
Language Testing, 19, 477–496. Mislevy, R. , Steinberg, L. , & Almond, R. G. (2003). On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1, 3–62. Norris, J. , Brown, J. , Hudson, T. , & Bonk, W. (2002). Examinee abilities and task TEST SCORE INTERPRETATION AND USE 25 difficulty in task-based second language performance assessment. Language Testing, 19, 395–418. Oller, J. (1979). Language tests at school. London: Longman. Ryan, K. (2002). Assessment validation in the context of high-stakes assessment.
Five assumptions underlying this warrant have been identified: (a) The linguistic knowledge, processes, and strategies required to successfully complete tasks vary in keeping with theoretical expectations; (b) task difficulty is systematically influenced by task characteristics; (c) performance on new test measures relates to performance on other test-based measures of language proficiency as expected theoretically; (d) the internal structure of the test scores is consistent with a theoretical view of language proficiency as a number of highly interrelated components; and (e) test performance varies according to amount and quality of experience in learning English.