A Comparison of the Structural Relationships among Reading, Listening, Writing, and Speaking Components of the AP French Language Examination for AP Candidates and College Students.

Autor/inn/en	Morgan, Rick; Mazzeo, John
Institution	Educational Testing Service, Princeton, NJ.
Titel	A Comparison of the Structural Relationships among Reading, Listening, Writing, and Speaking Components of the AP French Language Examination for AP Candidates and College Students.
Quelle	(1988), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advanced Placement Programs; College Students; Comparative Analysis; Error of Measurement; Experience; Factor Structure; French; High School Students; High Schools; Higher Education; Language Proficiency; Listening; Multiple Choice Tests; Reading Comprehension; Second Language Learning; Speech; Test Items; Writing (Composition); Advanced Placement Examinations (CEEB) + Suchen Sie Ihr Suchwort? Collegestudent; Messfehler; Erfahrung; Faktorenstruktur; Französisch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Hörvorgang; Zuhören; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leseverstehen; Zweitsprachenerwerb; Speaking; Sprechen; Test content; Testaufgabe; Schreibübung
Abstract	The dimensional structure of the 1987 Advanced Placement (AP) French language examination was tested in four populations using a series of confirmatory linear factor analysis models. To mitigate problems with the linear factor analysis of multiple choice items, the linear factor analysis of item parcel scores, made of small mutually exclusive collections of items hypothesized to measure the same underlying dimension, was used. Six confirmatory factor analysis models were tested with each of five data samples. Two contained high school AP candidates with no out-of-school French language experience (n=1,500 each), and a third consisted of candidates who had spent a significant amount of time in a French-speaking country (n=1,418). A fourth sample contained 477 AP candidates who regularly spoke or heard French at home, and the final sample contained 302 students with no out-of-class experience enrolled in third year college French. In all samples the examination appeared to measure four major dimensions associated with listening, reading, writing, and speaking. For those without out-of-school experience, the examination displayed invariance of factor loadings and errors of measurement. Factor structures were similar for groups with similar out-of-school French language experience. (Contains 15 tables, 1 figure, 2 tabular appendixes, and 13 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC