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Underrepresentation of the construct in Spanish standardized foreign language exams: a computer assisted exam proposal
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 27-45 (2022)
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Abstract:
Standardized tests are a reality in a globalized world and, consequently, in the Spanish system. Language test developers have already claimed that the current model of assessment has little to do with real language use, as factors such as the shift from paper to computer, information search and other uses of language or multimodal communication are not being considered (García Laborda & Fernández Álvarez, 2021). This theoretical paper proposes (1) a novel construct for testing that incorporates new functionalities which have been shown able to test appropriately language performance in academic settings; and (2) the proposal and design of an online multimodal exam that adapts to the new needs for language assessment in the University Entrance Examination. It begins with an analysis of current research to show the need for a change in the construct, and concludes by proposing a model for this high-stakes exam, based on a new construct of language proficiency and multimodal interaction for computer-based exams. The paper concludes that this model can change the way we understand technology-based exams and could be applicable to most current exams. ; Las pruebas estandarizadas son una realidad en el sistema español en un mundo globalizado. Muchos diseñadores de pruebas de idiomas que afirman que el modelo actual de evaluación tiene poco que ver con el uso real del idioma, porque no considera factores como el cambio del papel al ordenador, la búsqueda de información y otros usos del lenguaje o la comunicación multimodal (García Laborda y Fernández Álvarez, 2021). Este artículo trata sobre (1) un constructo novedoso para las pruebas que incorpora nuevas funcionalidades del lenguaje más actual adecuado para un entorno académico; y (2) la propuesta y diseño de un examen multimodal en línea que se adapte a las nuevas necesidades de evaluación de idiomas para el Examen de Acceso a la Universidad. Este artículo teórico comienza con un análisis de la investigación actual para mostrar la necesidad de un cambio en el constructo y concluye proponiendo un modelo para el Examen de Acceso a la Universidad, basado en un nuevo constructo de dominio del idioma e interacción multimodal para pruebas computarizadas. El documento concluye que este modelo puede cambiar la forma en que entendemos los exámenes basados en tecnología y podría aplicarse a la mayoría de los exámenes actuales.
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Keyword:
language competence; language use; multimodality; standardized tests; University Entrance exams
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=8393675
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| 2 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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| 3 |
Multiracial Individuals and Educational Testing
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In: The Nebraska Educator: A Student-Led Journal (2021)
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| 4 |
Fundamental Attribution Error: Perspectives of Principal, Teacher, and Parent Influence on Student Growth
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In: Dissertations (2019)
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| 5 |
Does Lexical Frequency affect rater judgement of essays? An experimental design using quantitative and qualitative data
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In: Electronic Thesis and Dissertation Repository (2019)
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| 6 |
Assessment Accommodations for English Language Learners: The Case of Former-LEPs
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In: Practical Assessment, Research, and Evaluation (2019)
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| 7 |
Standardized Language Proficiency Tests in Higher Education
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In: English Publications (2018)
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| 8 |
A critical examination of standardized testing of Minority Language Children
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| 9 |
A Critical Examination of Standardised Testing of Minority Language Children
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| 10 |
English Proficiency and Test Scores of Immigrant Children in the US
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| 11 |
LEARNERS’ PERSPECTIVES OF FACTORS INFLUENCING GAINS IN STANDARDIZED ENGLISH TEST SCORES
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In: TEFLIN Journal, Vol 27, Iss 1, Pp 63-81 (2016) (2016)
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| 12 |
Insidious Power: The Structure of Community College Course Placement Counseling
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In: Maldonado, Carlos. (2015). Insidious Power: The Structure of Community College Course Placement Counseling. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/4pq8783j (2015)
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| 13 |
Standardized assessment system in Chile: share of Mario Leyton Soto and Erika Himmel König ; Los sistemas estandarizados de evaluación en Chile: participación de Mario Leyton Soto y Erika Himmel König
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In: Historia de la Educación; Vol. 34 (2015); 357-371 ; 2386-3846 ; 0212-0267 ; 10.14201/hedu201534 (2015)
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| 14 |
An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement
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In: Electronic Theses and Dissertations (2014)
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| 15 |
A Case Study of the Impact of an Intervention Scheduling Model on Academic Achievement in English and Mathematics by Students in Need of Remediation
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In: Electronic Theses and Dissertations (2013)
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| 16 |
Measurement of mental attention: Assessing a cognitive component underlying performance on standardized intelligence tests
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In: Faculty of Social Sciences - Papers (Archive) (2013)
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| 17 |
Comparing the Children’s Communication Checklist to Standardized Tests: Results from School-age Children Adopted from Haiti
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| 18 |
Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test
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| 19 |
[Transcript of Roundtable Interview of Dr. Jose A. Cardenas, Dr. Maria R. Montecel, Alberto Vilareal, and Dr. Arcadia Lopez]
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