Fifty Years of Language Assessment

Davies, Alan

doi:10.1002/9781118411360.wbcla127

Cited by 5 publications

(3 citation statements)

References 36 publications

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“…The components of L2 proficiency are very complex and have been discussed by numerous researchers (Bachman, 1990;J. B. Carroll, 1961;Davies, 2014;Hulstijn, 2012;Lado, 1961;Oller, 1979;Spolsky, 1977). Thus, discussing the best measure to represent CSL proficiency is beyond the aim of the present study.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Influence of Different L2 Proficiency Measures on Research Results

2020

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Researchers have used different measures to examine participants’ second-language (L2) proficiency, yet it remains unclear how these different measures influence research results on the effect of L2 proficiency on the target variable. The present research explored the modulation effect of four different measures of L2 Chinese proficiency on Chinese phonological awareness (PA). Eighty-four L2 learners of Chinese who spoke English or Arabic as their first language completed four different measures of Chinese proficiency: a self-report measure of years of instruction in Chinese, a simplified Hanyu Shuiping Kaoshi (HSK; a standardized Chinese language proficiency test), a reading comprehension test, and a Chinese character recognition test. The overall results of t tests and multiple regression analysis revealed that different measures of L2 proficiency led to various findings on the effect of L2 proficiency on Chinese PA. Compared with the other three measures, the HSK, a comprehensive examination of L2 Chinese proficiency, yielded the most consistent and reliable results with the largest effect size. Our findings contribute to the current understanding of L2 proficiency measures and to future efforts for the improvement of L2 proficiency tests for research purposes.

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Section: Discussionmentioning

confidence: 99%

Investigating the Influence of Different L2 Proficiency Measures on Research Results

2020

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“…According to various studies on language assessment, INAP-L is classified as a large-scale language assessment (LLA) (e.g., Davies, 2013;Erickson & Berg-Bengtsson, 2012;Kunnan, 2017), where the assessment is more specific than other LSAs measuring mathematical, reading, and scientific literacy. In general, LLA is used for a variety of purposes in a variety of contexts (Kunnan & Grabowski, 2013).…”

Section: Introductionmentioning

confidence: 99%

Rasch Calibration and Differential Item Functioning (DIF) Analysis of the Indonesian National Assessment Program-Language (INAP-L)

Hayat

Putra

Rahmawati

et al. 2023

WJEL

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This study aimed to evaluate the psychometric properties of the INAP-L instrument by applying the Rasch model. The psychometric evaluation includes item calibration and differential item functioning (DIF) assessment. Participants in this study were 6153 high school students (2326 boys and 3827 girls) aged 14-19 years (mean age = 15.76, SD = 0.78) from 280 schools spread across 34 provinces in Indonesia. The results of the Rasch model analysis show that the assumptions of unidimensionality and local independence are met. The internal consistency analysis of the INAP-L instrument (PSR = 0.80; Ordinal α = 0.81) and item-person targeting showed quite good results. At the item level, it was discovered that four of the forty items did not fit the Rasch model. Meanwhile, the gender-based DIF analysis revealed that all items were free from gender DIF and that two out of forty items showed DIF based on school type. It can be concluded that the INAP-L instrument has good psychometric properties. Furthermore, multilevel analysis was performed to determine the effect of clustering in the data, and it was discovered that INAP-L has a multilevel data structure with ICC = 0.185 and a design effect > 2.00. This means that future research on the relationship among variables on the INAP-L score must consider a multilevel approach. Even though the developer has already published an interim report on INAP-L, the findings of this study can be used as a reference in improving the instrument before conducting INAP-L in the future.

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“…It is obvious that national language assessments have become more communicative in the past forty years, as have language tests more generally (see, e.g., Kunnan 2008;Davies 2014). Most tests regardless of their purpose tended to measure knowledge about language till the 1970s because of the focus on errors and discrete elements of language, especially grammatical structures and vocabulary.…”

Section: Historical Development Of National Foreign Language Assessmentsmentioning

confidence: 99%

15. Assessment in educational settings

Pižorn¹,

Huhta²

2016

Handbook of Second Language Assessment

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Fifty Years of Language Assessment

Cited by 5 publications

References 36 publications

Investigating the Influence of Different L2 Proficiency Measures on Research Results

Investigating the Influence of Different L2 Proficiency Measures on Research Results

Rasch Calibration and Differential Item Functioning (DIF) Analysis of the Indonesian National Assessment Program-Language (INAP-L)

15. Assessment in educational settings

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