Multidimensionality of Foreign Language Reading Proficiency: Preliminary Considerations in Assessment

Abstract

This paper reports thefirst phases of an ACTFL project to develop a computerized adaptive test of readingproficiency. The authors focus on the construct validity of foreign language proficiency as a preliminary step in test development. The theoretical multidimensionality of the construct is clartfied, and its implications for test development, item calibmtion, and validation procedures are discussed. Strategies are s p $ e d for selecting text samples, and developing test items which take into account the multitude of textrelated dimensions that contribute to variability in pmficiency. Operational definition of reading proficiency.Reading proficiency in a foreign language is an abstract and complex concept inferred from the performance of individuals' responses to some samples of text in a foreign language. It is a construct which represents various cognitive and perceptual skills, as well as cultural knowledge and experience on the part of the reader. It is also functionally related to structural and other linguistic characteristics of the text, independent of the reader. A construct which is constituted of such complex interrelations among other abstract concepts, and which is not itself directly observable, cannot be studied systematically unless it is defined operationally.€sin fiya-Carfon

Assessment and Evaluation

“…These include work in testing reading comprehension (e.g., Canale, etal. 1984, Carton and Kaya-Carton 1986, Child 1988) and writing (e.g., Herzog 1988, Katz 1988. Other work in the development of tests that are based on the ACTFL Guidelines includes paper and pencil tests of listening and reading comprehension for Japanese and Russian developed at ETS and for Chinese at the Center for Applied Linguistics [CAL].…”

On Hierarchies of Reading Skills and Text Types

“…Twenty-seven were in Spanish, followed by French (39), German (1 l), Latin (13), Japanese (4), Chinese (4), Russian (3), and Italian (1). The states with the most fellows were California (1 l), Virginia (8), New York (7), and Ohio (7). The majority of the fellows (86) teach in public schools.…”