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Validating Language Proficiency Assessments in Second Language Acquisition Research: Applying an Argument-Based Approach New edition [Kietas viršelis]

  • Formatas: Hardback, 239 pages, aukštis x plotis: 210x148 mm, weight: 410 g
  • Serija: Language Testing and Evaluation 38
  • Išleidimo metai: 11-Nov-2015
  • Leidėjas: Peter Lang AG
  • ISBN-10: 3631667213
  • ISBN-13: 9783631667217
Kitos knygos pagal šią temą:
Validating Language Proficiency Assessments in Second Language Acquisition Research: Applying an Argument-Based Approach New editionDidesnis paveikslėlis
  • Formatas: Hardback, 239 pages, aukštis x plotis: 210x148 mm, weight: 410 g
  • Serija: Language Testing and Evaluation 38
  • Išleidimo metai: 11-Nov-2015
  • Leidėjas: Peter Lang AG
  • ISBN-10: 3631667213
  • ISBN-13: 9783631667217
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9783631667217.html
Raktažodžiai:
The book introduces the reader to an argument-based approach to validity as a way to improve test validation in Second Language Acquisition (SLA) research. Motivated by the need for practical suggestions for raising proficiency assessment standards in SLA research, it exemplifies the approach by validating two distinct score interpretations for a new Russian Elicited Imitation Test (EIT). Two empirical investigations with 164 Russian learners in the USA and Germany were conducted to evaluate the accuracy of the score interpretations associated with two distinct test uses. The EIT proved to constitute a reliable and valid instrument for differentiating between a wide range of oracy skills. The proposed cut scores enabled prediction of several levels of speaking and listening proficiency. The author concludes with implications for using the argument-based approach for validating assessments in SLA research, for the use of the developed Russian EIT, and for future research on Elicited Imitation Tests in general.

Motivated by the need for practical suggestions for raising proficiency assessment standards in Second Language Acquisition research, this book introduces an argument-based approach to validity as a way to improve test validation. It exemplifies the approach by validating two distinct score interpretations for a new Russian Elicited Imitation Test.
Chapter 1 Introduction 21(10)
1.1 Assessment of second language (L2) proficiency in SLA research
21(1)
1.2 Review of proficiency assessment in SLA research
22(3)
1.3 The challenge of L2 proficiency assessment in SLA research
25(2)
1.4 Responding to the challenge: The current volume
27(1)
1.5 Outline of the book
28(3)
Chapter 2 Second Language Proficiency 31(18)
2.1 Models of language proficiency and competence: Conceptualizations from educational assessment
31(3)
2.2 Development of L2 proficiency
34(5)
2.2.1 L2 Proficiency levels
35(2)
2.2.2 Complexity, accuracy, and fluency (CAF) measures
37(2)
2.3 Language proficiency: Psycholinguistic conceptualizations
39(5)
2.3.1 Levelt's (1989) model of language production
40(2)
2.3.2 Hulstijn's (2007, 2011, 2015) model of L2 proficiency
42(2)
2.4 L2 Proficiency: Bridging the gap between disciplines
44(2)
2.5 Summary: L2 proficiency construct in the publication
46(3)
Chapter 3 Elicited Imitation 49(20)
3.1 How does the Elicited Imitation Test (EIT) work?
50(2)
3.2 Concerns about the Elicited Imitation format
52(2)
3.3 Types of Elicited Imitation Tests
54(1)
3.4 Scoring procedures
55(2)
3.5 Sources of difficulty
57(2)
3.6 Overview of EIT validation studies
59(6)
3.6.1 EIT as a measure of communicative competence
59(1)
3.6.2 EIT as a measure of implicit knowledge of particular structures
60(2)
3.6.3 EIT as a measure of global oral language proficiency
62(7)
3.6.3.1 EIT as a measure of global language proficiency
62(1)
3.6.3.2 EIT as a measure of L2 oral proficiency
63(2)
3.7 Summary
65(4)
Chapter 4 Validity Evaluation 69(20)
4.1 Earlier conceptualizations of validity (Trinity model)
69(3)
4.1.1 Criterion model
69(1)
4.1.2 Content model
70(1)
4.1.3 Construct model
70(2)
4.2 Validity in new Standards (1999)
72(2)
4.2.1 Evidence based on test content
72(1)
4.2.2 Evidence based on response processes
73(1)
4.2.3 Evidence based on internal structure
73(1)
4.2.4 Evidence based on relations to other variables
73(1)
4.2.5 Evidence based on the consequences of testing
73(1)
4.3 Argument-based approach to validity
74(9)
4.3.1 Interpretive argument
77(2)
4.3.1.1 Scoring
77(1)
4.3.1.2 Generalization
78(1)
4.3.1.3 Extrapolation
78(1)
4.3.1.4 Decision/utilization
79(1)
4.3.2 Validity Argument
79(4)
4.3.2.1 Scoring
80(1)
4.3.2.2 Generalization
80(1)
4.3.2.3 Extrapolation
81(1)
4.3.2.4 Decision/Utilization
82(1)
4.3.3 The missing chain in the argument-based approach
83(1)
4.4 Validity evaluation in the SLA field
83(3)
4.5 Summary
86(3)
Chapter 5 Validation Study 1 89(46)
5.1 Test use and context
89(1)
5.2 The developmental stage: Creating the test and the interpretive argument
90(7)
5.2.1 Test development
90(3)
5.2.1.1 Instructions
91(1)
5.2.1.2 Timing parameters
91(1)
5.2.1.3 Scoring
91(2)
5.2.2 Interpretive argument
93(3)
5.2.3 Evaluation of inferences and assumptions during test development
96(1)
5.3 Appraisal stage: Challenging the interpretive argument
97(30)
5.3.1 Evaluation questions
97(1)
5.3.2 Method
97(8)
5.3.2.1 Participants
97(4)
5.3.2.2 Instruments
101(1)
5.3.2.2.1 Background Questionnaire
101(1)
5.3.2.2.2 Elicited Imitation Test
102(1)
5.3.2.3 Procedures
102(1)
5.3.2.4 Analyses
102(3)
5.3.3 Results
105(31)
5.3.3.1 Compiling the final combination of EIT items (EQ 1)
105(9)
5.3.3.2 Functioning of the scoring rubric (EQ 2)
114(4)
5.3.3.3 Generalizability of the EIT scores (EQ 3)
118(8)
5.3.3.4 Correlations between the EIT and Russian learning history (EQ 4)
126(1)
5.3.3.5 Correlations between the EIT and learners' self-assessment (EQ 5)
127(1)
5.4 Discussion
127(8)
Chapter 6 Validation Study 2 135(56)
6.1 Test use and context
135(1)
6.2 The developmental stage: Creating the test and the interpretive argument
136(3)
6.2.1 Test development
136(1)
6.2.2 Interpretive argument
136(3)
6.3 Appraisal stage: Challenging the interpretive argument
139(45)
6.3.1 Evaluation questions
139(1)
6.3.2 Method
139(13)
6.3.2.1 Participants
139(3)
6.3.2.2 Instruments
142(3)
6.3.2.2.1 Background Questionnaire
142(1)
6.3.2.2.2 Elicited Imitation Test
142(1)
6.3.2.2.3 Russian Speaking Test
142(2)
6.3.2.2.4 Listening Comprehension Test
144(1)
6.3.2.2.5 C-test
145(1)
6.3.2.3 Procedures
145(2)
6.3.2.4 Scoring and analyses
147(5)
6.3.2.4.1 Scoring
147(3)
6.3.2.4.2 Analyses
150(2)
6.3.3 Results
152(40)
6.3.3.1 Reliability of the EIT (EQ 1)
156(1)
6.3.3.2 Correlations between the EIT and the RST (EQ 2)
157(2)
6.3.3.3 EIT predictive ability of speaking skills (EQ 3)
159(4)
6.3.3.4 Accuracy of the EIT cut scores (EQ 4)
163(3)
6.3.3.5 CAF measures across the EIT ability levels (EQ 5)
166(8)
6.3.3.6 Correlations between the EIT and CAF measures (EQ 6)
174(1)
6.3.3.7 Correlations between the EIT and the LCT (EQ 7)
175(2)
6.3.3.8 EIT predictive ability of listening skills (EQ 8)
177(6)
6.3.3.9 Correlations between the EIT and the Russian C-test (EQ 9)
183(1)
6.4 Discussion
184(7)
Chapter 7 Conclusions, Limitations And Future Research 191(12)
7.1 Limitations
191(1)
7.2 Implications
192(9)
7.2.1 Implications for using the argument-based approach for validating SLA assessments
193(3)
7.2.2 Implications for the use of the Russian EIT
196(2)
7.2.3 Implications for future research on EITs
198(3)
7.3 Conclusions
201(2)
Appendix A Russian Elicited Imitation Test (K = 56) 203(6)
Appendix B Scoring Guidelines For The Russian Eit 209(4)
Appendix C Items Measurement Report (US And Germany, K=56) 213(2)
Appendix D Items Measurement Report (US And Germany, K=31) 215(2)
Appendix E DIF Analysis 217(2)
Appendix F Russian Elicited Imitation Test (K=31) 219(2)
Appendix G Improved Scoring Guidelines For The Russian EIT 221(4)
Appendix H Items Measurement Report (EIT, Study 2) 225(2)
References 227
Anastasia Drackert (née Mozgalina) holds a PhD in Linguistics with specialization in Language Testing from Georgetown University. She works and teaches in the areas of language assessment, foreign language education and task-based language learning and teaching. Her research appeared in a variety of journal articles and book chapters.