Developing Academic English Language Proficiency Prototypes for 5th Grade Reading: Psychometric and Linguistic Profiles of Tasks. CSE Technical Report 727

Autor/inn/en	Bailey, Alison L.; Huang, Becky H.; Shin, Hye Won; Farnsworth, Tim; Butler, Frances A.
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	Developing Academic English Language Proficiency Prototypes for 5th Grade Reading: Psychometric and Linguistic Profiles of Tasks. CSE Technical Report 727
Quelle	(2007), (180 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Grade 5; Textbooks; Psychometrics; Profiles; Reading Comprehension; Protocol Analysis; Language Proficiency; Academic Discourse; English (Second Language); Test Construction; Content Area Reading; Vocabulary; Grammar; Teaching Methods; Second Language Learning; Second Language Instruction; Test Items; Language Tests + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Textbook; Text book; Schulbuch; Lehrbuch; Psychometry; Psychometrie; Charakterisierung; Profilanalyse; Leseverstehen; Language skill; Language skills; Sprachkompetenz; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Testaufbau; Sinnerfassendes Lesen; Wortschatz; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Test content; Testaufgabe; Language test; Sprachtest
Abstract	Within an evidentiary framework for operationally defining academic English language proficiency (AELP), linguistic analyses of standards, classroom discourse, and textbooks have led to specifications for assessment of AELP. The test development process described here is novel due to the emphasis on using linguistic profiles to inform the creation of test specifications and guide the writing of draft tasks. In this report, we outline the test development process we have adopted and provide the results of studies designed to turn the drafted tasks into illustrative prototypes (i.e., tried out tasks) of AELP for the 5th grade. The tasks use the reading modality; however, they were drafted to measure the academic language construct and not reading comprehension per se. That is, the tasks isolate specific language features (e.g., vocabulary, grammar, language functions) occurring in different content areas (e.g., mathematics, science and social studies texts). Taken together these features are necessary for reading comprehension in the content areas. Indeed, students will need to control all these features in order to comprehend information presented in their textbooks. By focusing on the individual language features, rather than the subject matter or overall meaning of a text, the AELP tasks are designed to help determine whether a student has sufficient antecedent knowledge of English language features to be able to comprehend the content of a text. The following are appended: (1) Excerpts from the AELP Audit Trail; (2) Pre-Pilot and Pilot Test Booklets; (3) Protocol of Directions for Whole-group Administration; (4) Protocol of Directions for Verbal Protocol Administration; (5) Item Level Statistics for Pre-pilot Studies; (6) Item Discrimination Statistics for Selective 42 Tasks in Pre-pilot Stage; (7) List of Identified Vocabulary from Verbal Protocol Analysis; and (8) Linguistic Analysis Framework. (Contains 8 footnotes, 4 figures, and 14 tables.) (Author).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10