Development and Validation of a Computer Adaptive EFL Test

Autor/inn/en	He, Lianzhen; Min, Shangchao
Titel	Development and Validation of a Computer Adaptive EFL Test
Quelle	In: Language Assessment Quarterly, 14 (2017) 2, S.160-176 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2016.1162793
Schlagwörter	Computer Assisted Testing; Adaptive Testing; English (Second Language); Second Language Learning; Language Tests; Test Construction; Test Validity; Language Proficiency; High Stakes Tests; Graduation Requirements; Foreign Countries; Factor Structure; Universities; Item Banks; Test Items; College Students; Listening Comprehension; Reading Comprehension; Statistical Analysis; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Testaufbau; Testvalidität; Language skill; Language skills; Sprachkompetenz; Abschlussordnung; Ausland; Faktorenstruktur; University; Universität; Test content; Testaufgabe; Collegestudent; Hörverständnis; Leseverstehen; Statistische Analyse
Abstract	The first aim of this study was to develop a computer adaptive EFL test (CALT) that assesses test takers' listening and reading proficiency in English with dichotomous items and polytomous testlets. We reported in detail on the development of the CALT, including item banking, determination of suitable item response theory (IRT) models for item calibration, item selection procedure, ability estimation method and stopping rule. The CALT in this study, as part of the graduation requirement for non-English majors at a major Chinese university, is a high-stakes test. We think that validation of such a high-stakes test is important and necessary, so the second aim was to investigate the validity issues of the CALT by examining the equivalence of the factor structure of CALT and a computer-based language test (CBLT) within Bachman and Palmer's assessment use argument (AUA) framework. It is our hope that the effort made in this study to investigate the comparability of CALT and CBLT to ensure that test score interpretations of CALT are meaningful and impartial will prove worthwhile. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01