Building a Validity Argument for the Test of English as a by Carol A. Chapelle, Mary K. Enright, Joan M. Jamieson

By Carol A. Chapelle, Mary K. Enright, Joan M. Jamieson

The try out of English as a international Language ™ (TOEFL®) is utilized by more
universities around the world than the other try out to evaluate English language
proficiency for educational admission and location judgements, and to guide
English language instruction.

This landmark quantity offers an in depth description and research of academic trying out Service’s study and improvement efforts to improve an incredible revision of the TOEFL® test. the result's a booklet that serves as a case learn of try out layout drawing upon thought within the advanced area of English language talent whereas trying to meet criteria of academic dimension.

Building a Validity Argument for the try of English as a international Language™ is certain in its try and enhance a coherent tale of the reason for a try or its revision, clarify the learn and improvement approach, and supply the result of the validation technique. via its remedy of 1 attempt, it expands on and assessments ideas and techniques to academic dimension, offering an in-depth, built-in viewpoint at the total strategy of try revision. additionally, as the conceptual origin and historical past are awarded along the empirical experiences and validity argument, those occasionally disparate components are provided in a fashion that demonstrates their connections – an strategy which represents a departure from, or extension of, traditional fabrics on attempt revision.

This quantity is especially appropriate for pros and graduate scholars in academic dimension, utilized linguistics, and moment language acquisition in addition to somebody attracted to overview issues.

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Additional info for Building a Validity Argument for the Test of English as a Foreign Language™ (ESL & Applied Linguistics Professional Series)

Example text

Fundamental considerations in language testing. Oxford, UK: Oxford University Press. Bachman, L. F. (2002). Alternative interpretations of alternative assessments: Some validity issues in educational performance assessments. Educational Measurement: Issues and Practice, 21(3), 5–18. Bachman, L. F. (2005). Building and supporting a case for test use. Language Assessment Quarterly: An International Journal, 2(1), 1–34. Bachman, L. , & Palmer, A. S. (1996). Language testing in practice. Oxford, UK: Oxford University Press.

Standard setting studies Score interpretation materials Availability of instructional materials Washback studies that target important skills can be simulated as test tasks. The backing for such assumptions is drawn from the analytic process of domain analysis and task construction as well as from evaluations of the success of the outcomes of these processes. These activities are described throughout this book, but Chapters 3 and 7 focus primarily on these issues. The intermediate conclusion from domain description, the observations of performance on relevant tasks, serves as grounds for evaluation.

During this period, however, the focus remained on the new operational challenges of meeting test users’ immediate concerns by providing scores for examinees’ constructed written and oral responses on the TWE and the TSE, respectively. Many test users were satisfied that these additional tests indicated one step forward, but at the same time, communication of score meaning was awkward, with the maintenance of separate scores for the TOEFL (which was composed of the three subscores) and for the add-on tests in writing and speaking.

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