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Hits 21 – 40 of 52

21	various_abdul_01 ; A grammar of Kalamang, an endangered Papuan language
	Eline Visser; Abdul Yarkuran. - : Eline Visser, 2015
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22	The effect of an unfamiliar accent on typically developing children’s comprehension of spoken sentences
	Allen, Éadaoin; O'Leary, Deirdre; Gibbon, Fiona E.. - : Irish Association of Speech and Language Therapists (IASLT); J&R Press Ltd., 2015
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23	Examination of the appropriateness of using standardized test scores for English as a second language (ESL) placement
	Kokhan, Kateryna. - 2014
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24	Secreção na orelha média em lactentes ocorrência, recorrência e aspectos relacionados
	Saes, Sandra de O.; Goldberg, Tamara Beres Lederer; Montovani, Jair Cortez. - 2014
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25	Phonological remediation program in students with developmental dyslexia
	Salgado, Cíntia Alves; Capellini, Simone Aparecida. - 2014
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26	The role of memory in processing relative clauses in children with Specific Language Impairment
	Frizelle, Pauline; Fletcher, Paul. - : American Speech-Language-Hearing Association (ASHA), 2014
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27	Raters' different judgments of intelligibility in the English placement test at University of Illinois at Urbana-Champaign
	Lee, Ji Eun. - 2014
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28	Beyond CTT and IRT: using an interactional measurement model to investigate the decision making process of EPT essay raters
	Wang, Xin. - 2014
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29	Is there a strong match between the construct of general proficiency in the minds of native speaker non-teachers and native speaker teachers? An exploratory study
	Gautschi, Curtis
	In: 93 (2013)
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30	Justifying the Use of a Second Language Oral Test as an Exit Test in Hong Kong: An Application of Assessment Use Argument Framework
	Jia, Yujie. - : eScholarship, University of California, 2012
	Abstract: This study employed Bachman and Palmer's (2010) Assessment Use Argument framework to investigate to what extent the use of a second language oral test as an exit test in a Hong Kong university can be justified. It also aimed to help test developers of this oral test identify the most critical areas in the current test design that might need improvement. Candidates' oral responses to five integrated speaking tasks in this oral test were rated on five dimensions: Task fulfillment and relevance (TFR), Clarity of presentation (CoP), Grammar and Vocabulary (GV), Pronunciation (Pron), and Confidence and Fluency (CoFlu). To provide backing for the meaningfulness of interpretations, confirmatory factor analysis (CFA) and item response theory (IRT) analyses were used to analyze 999 candidates' scores and raters' verbal reports were also analyzed to provide complementary information to the results of the quantitative analyses. Several CFA models were first tested and compared in terms of their statistical fit and substantive interpretability. And a graded response model was applied to the test data. The CFA results showed that the superior fit of the Higher-order trait-Uncorrelated Method model validated the test design, confirmed the current multicomponential view of language ability in the literature, and provided the most parsimonious explanation of the relationships among the five dimensions and overall speaking proficiency. The analytic scores were found to have much larger factor loadings on the trait factors than on the method factors, providing evidence that the component test scores could be meaningfully interpreted as indicators of the five dimensions. The presence of a higher-order speaking ability factor governing the five trait factors also supported the practice of reporting one composite score. Task Fulfillment and Relevance (TFR) measured on Task 4 had the highest method loading (.60) on Task 4 and the lowest trait factor loading (.36) on TFR, which suggested TFR4 might be too task specific and weak in measuring students' speaking ability to fulfill a speaking task in a relevant way. The trace lines of the graded response model also confirmed this. The raters' verbal reports showed that most raters did not have much difficulty differentiating across the performance levels. Hence, the problem of TFR4 can only be due to the nature of the task itself and its low discrimination. Both CFA and IRT results indicated that task types had great effects on test takers' speaking abilities especially TFR and that this language ability component might be too task specific. In order to investigate the impartiality of interpretations, multi-group CFA and differential item functioning (DIF) were conducted to examine the extent to which the oral test had test bias and item bias across (1) gender and (2) disciplines. The multi-sample CFA results indicated that the factor structure was significantly different between males and females. However, the comparison of the factor loadings between females and males showed that only the factor loading of one item for the male group was significantly different from the female group at the 0.05 level. DIF results also suggested that the majority of the items displayed no DIF. The source of DIF may be attributed to the group mean difference on the latent trait and their real differences on certain aspects of language ability measured in this test. This provided backing for the impartiality of score interpretations, indicating that the rating-based interpretations from GSLPA SLT are impartial to a large extent across subgroups of test takers (males vs. females; business vs. non-business). In order to examine the consistency of test scores, Generalizability theory (G theory) analyses were performed to investigate whether the test was dependable and whether the five dimensions were separable. G theory results showed that the phi coefficient for the whole test fell between .76 and .85 and Grammar and Vocabulary and Pronunciation proved to be the most dependable dimensions. G theory and CFA results both confirmed that the five speaking dimension were highly correlated with each other. The possible reasons of these findings were further discussed with reference to the raters' verbal reports. Based on the above results, it can be concluded that the meaningfulness, impartiality, and consistency could be justified to a large extent. Some critical areas to be improved in the test design and administration were identified. Theoretical and practical implications were addressed and methodological limitations were also discussed. Overall, this study highlights the usefulness of Bachman and Palmer's Assessment Use Argument (2010) to justify the use of an existing language assessment.
	Keyword: Assessment Use Argument; Consistency; Educational tests & measurements; English as a second language; Impartialtiy; Linguistics; Meaninfulness; Oral Test
	URL: https://escholarship.org/uc/item/4s06v20w
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31	Weighting Patterns and Rater Variability in an English as a Foreign Language Speaking Test
	Cai, Hongwen. - : eScholarship, University of California, 2012
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32	Weighting Patterns and Rater Variability in an English as a Foreign Language Speaking Test
	Cai, Hongwen. - : eScholarship, University of California, 2012
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33	Development of a language and communication screening test and identification of protective and risk factors associated with communication and language disorders
	Peixoto, Vânia; Sousa, Inês; Martins, Paula Cristina. - 2012
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34	Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners
	Rios, Joseph A.. - : eScholarship, University of California, 2011
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35	Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners
	Rios, Joseph A.. - : eScholarship, University of California, 2011
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36	Validation of an academic listening test: Effects of "breakdown" tests and test takers' cognitive awareness of listening processes
	Chi, Youngshin. - 2011
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37	Does performance on the ABLA test predict receptive name recognition in children with autism?
	Roy-Wsiaki, Genevieve. - 2010
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38	TOEFL as a prediction tool for placement into ESL writing courses at the University of Illinois at Urbana-Champaign
	Kokhan, Kateryna. - 2010
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39	Thinking in Chinese vs. thinking in English : Social preference and risk attitudes of multicultural minds
	Li, King King. - : Jena: Friedrich Schiller University Jena and Max Planck Institute of Economics, 2010
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40	Exploring the complexity of second language writers' strategy use and performance on an integrated writing test through structural equation modeling and qualitative approaches
	Yang, Hui-chun. - 2009
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