Walk a Mile in My Shoes: Stakeholder Accounts of Testing Experience with a Computer-Administered Test

Autor/inn/en	Fox, Janna; Cheng, Liying
Titel	Walk a Mile in My Shoes: Stakeholder Accounts of Testing Experience with a Computer-Administered Test
Quelle	In: TESL Canada Journal, 32 (2015) 9, S.65-86 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Computer Assisted Testing; Language Tests; English (Second Language); Second Language Learning; Questionnaires; Test Validity; Mixed Methods Research; College Admission; Semi Structured Interviews; High Stakes Tests; Test Anxiety; Test Preparation; Reading Skills; Writing Skills; Foreign Countries; College Students; Student Attitudes; English for Academic Purposes; Foreign Students; Canada; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fragebogen; Testvalidität; Hochschulzugang; Hochschulzulassung; Zulassung; Examination phobia; Testangst; Prüfungsangst; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Ausland; Collegestudent; Schülerverhalten; Kanada
Abstract	In keeping with the trend to elicit multiple stakeholder responses to operational tests as part of test validation, this exploratory mixed methods study examines test-taker accounts of an Internet-based (i.e., computer-administered) test in the high-stakes context of proficiency testing for university admission. In 2013, as language testing researchers (expert informants), we reported on our own experience taking the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT) (DeLuca, Cheng, Fox, Doe, & Li, 2013). The present study extends these findings. Specifically, 375 current iBT test-takers, who had failed to achieve scores required for admission to university, completed a questionnaire on their test-taking experience. At the same time, two former test-takers who had passed the iBT volunteered for semi-structured interviews. Questionnaire and interview responses were coded (Charmaz, 2007) for recurring and differentiating response patterns across these stakeholder groups. Concerns were shared regarding speededness, test anxiety, and test preparation, but these test-takers differed from the language-testing researchers in their responses to the computer-administered reading and writing tasks. Implications are discussed in relation to construct representation, the interpretive argument of the test (Kane, 2012), and test-takers' journeys through high-stakes testing to university study in Canada. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01