| 1 |
Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners ...
|
|
|
|
Abstract:
Despite calls for engaging assessments targeting young language learners (YLLs) between 8 and 13 years old, what makes assessment tasks engaging and how such task characteristics affect measurement quality have not been well studied empirically. Furthermore, there has been a dearth of validity research about technology-enhanced speaking tests for YLLs. Thus, the purpose of the current study was to explore relationships among examinee age, task characteristics, engagement, and performance in the context of gathering evidence to back a test validity argument. Following a mixed-methods approach, the investigations involved over 400 YLLs in 11 countries who responded to TOEFL Primary® Speaking test tasks (Educational Testing Service, 2013). Results from many-facet Rasch measurement revealed that, in terms of evaluation claims, tasks and raters functioned well across examinee age groups. Generalizability theory was then applied to confirm that examinees accounted for most of the score variance and that current ...
|
|
Keyword:
Educational tests and measurements; English language--Study and teaching; FOS Languages and literature; Linguistics; Quantitative psychology; Sound; Test of English as a Foreign Language
|
|
URL: https://dx.doi.org/10.7916/d8-ad10-bc50
https://academiccommons.columbia.edu/doi/10.7916/d8-ad10-bc50
|
|
BASE
|
|
Hide details
|
|
|
|
|
