Atnaujinkite slapukų nuostatas

Language Proficiency Testing for Chinese as a Foreign Language: An Argument-Based Approach for Validating the Hanyu Shuiping Kaoshi (HSK) New edition [Kietas viršelis]

  • Formatas: Hardback, 349 pages, aukštis x plotis: 210x148 mm, weight: 550 g
  • Serija: Language Testing and Evaluation 32
  • Išleidimo metai: 27-Mar-2014
  • Leidėjas: Peter Lang AG
  • ISBN-10: 363164891X
  • ISBN-13: 9783631648919
Kitos knygos pagal šią temą:
Language Proficiency Testing for Chinese as a Foreign Language: An Argument-Based Approach for Validating the Hanyu Shuiping Kaoshi (HSK) New editionDidesnis paveikslėlis
  • Formatas: Hardback, 349 pages, aukštis x plotis: 210x148 mm, weight: 550 g
  • Serija: Language Testing and Evaluation 32
  • Išleidimo metai: 27-Mar-2014
  • Leidėjas: Peter Lang AG
  • ISBN-10: 363164891X
  • ISBN-13: 9783631648919
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9783631648919.html
Raktažodžiai:
How did the (old) Hanyu Shuiping Kaoshi (HSK) assess the Chinese proficiency of non-native speakers of Chinese? What inferences can be derived from HSK test taker scores, especially from Western test takers? How difficult is it to learn Chinese according to the HSK? Thirty years of research have been synthesized into an argument-based approach for validating the most widespread test for Chinese as a foreign language. In addition, the author has analyzed the scores of a sample of over 250 German test takers in order to investigate how many hours German natives needed on average to study for reaching a specific HSK level. This work also extensively discusses validation theory for psychological testing, and it demonstrates how to put an argument-based approach to validation into practice.
1 Introduction
1.1 An integrative validation of the old HSK
13(2)
1.2 Why a validation of the old HSK is useful
15(1)
1.3 Research overview and approach
16(4)
1.4 History of the HSK
20(2)
1.5 Other Chinese language proficiency tests
22(2)
1.6 Transcription system in this work
24(1)
2 Language proficiency
25(22)
2.1 Definition of central terms
25(5)
2.2 Ability/trait vs. context/situation/task
30(3)
2.3 Language proficiency in CFL
33(8)
2.4 Current views of language proficiency
41(2)
2.5 Approach for this work
43(4)
3 Test theory for language testing
47(48)
3.1 Classical test theory and item response theory
47(1)
3.2 Quality standards of language tests
48(12)
3.2.1 Objectivity
50(2)
3.2.2 Reliability
52(2)
3.2.3 Validity (overview)
54(3)
3.2.4 Fairness
57(1)
3.2.5 Norming
58(1)
3.2.6 Authenticity
59(1)
3.3 Validity theory and validation
60(13)
3.3.1 What is validity?
60(1)
3.3.2 Criterion validity
61(2)
3.3.3 Content validity
63(2)
3.3.4 Construct validity
65(1)
3.3.5 Messick's unitary concept
66(7)
3.4 Validation of tests
73(22)
3.4.1 Kane's argument-based approach to validity
74(12)
3.4.2 Why use an argument-based approach?
86(3)
3.4.3 An argument-based approach for the old HSK
89(6)
4 An argument-based validation of the HSK
95(166)
4.1 Trait labeling, target domain description, and target domain sampling
97(32)
4.1.1 The intended goals of the HSK
97(4)
4.1.2 The target language domain of the four skills
101(6)
4.1.3 Interfaces between TCFL and testing
107(1)
4.1.4 Content and target domain sampling
108(15)
4.1.5 The role of the item writer and the item pool
123(5)
4.1.6 Summary
128(1)
4.2 Scoring/Evaluation (Inference 1)
129(18)
4.2.1 Appropriate scoring rubrics
130(9)
4.2.2 Psychometric quality of norm-referenced scores
139(6)
4.2.3 Task administration conditions
145(2)
4.2.4 Summary
147(1)
4.3 Generalization (Inference 2)
147(38)
4.3.1 Reliability of the HSK
148(7)
4.3.2 Norm-reference group
155(5)
4.3.3 Equating
160(9)
4.3.4 Generalizability studies
169(4)
4.3.5 Scaling
173(11)
4.3.6 Summary
184(1)
4.4 Extrapolation (Inference 3)
185(28)
4.4.1 Trace-back studies---Hsk's predictive validity
186(7)
4.4.2 Concurrent validity of the HSK
193(18)
4.4.3 Summary
211(2)
4.5 Explanation (Additional Inference)
213(35)
4.5.1 HSK scores, instructional time and proficiency differences
213(4)
4.5.2 The old HSK as a measure for productive skills
217(3)
4.5.3 Internal construct validity
220(18)
4.5.4 DIF studies
238(8)
4.5.5 Summary
246(2)
4.6 Decision-making/Utilization (Inference 4)
248(13)
4.6.1 Standard setting
248(4)
4.6.2 The interpretation of HSK scores
252(2)
4.6.3 Influence on teaching and learning CFL
254(5)
4.6.4 Summary
259(2)
5 German HSK test taker scores and their Chinese study background
261(36)
5.1 The HSK as a research tool
263(11)
5.1.1 Research on proficiency and study time
265(2)
5.1.2 Central research question
267(1)
5.1.3 Hypotheses
267(1)
5.1.4 Quantitative approach and goals
268(3)
5.1.5 Population and sampling
271(1)
5.1.6 Operationalization and investigation method
271(2)
5.1.7 Pretesting
273(1)
5.1.8 Survey and data collection
274(1)
5.2 Statistical analysis
274(18)
5.2.1 Native vs. non-native Chinese test takers
274(10)
5.2.2 Preconditions for investigating correlations
284(3)
5.2.3 Relation of HSK scores to study hours and years
287(4)
5.2.4 Can study hours and/or years predict Chinese competence?
291(1)
5.3 Summary
292(2)
5.4 Implications for CFL in Germany and Western learners
294(3)
6 The validity argument for the old HSK
297(8)
7 Conclusion
305(2)
Tables 307(4)
Figures 311(2)
Appendix A 313(1)
Appendix B 314(3)
Bibliography 317
Florian Meyer studied Sinology, Communication Science and Korean at Free University Berlin, and Chinese at Peking University. He worked as a lecturer for Modern Chinese at Ruhr University Bochum (Germany), where he studied Language Teaching Research and completed his PhD.