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Peer reviewed
Direct linkSo, Youngsoon – Language Assessment Quarterly, 2014
This article presents a case study incorporating English teachers' perspectives into the development of a large-scale international English assessment, the recently developed "TOEFL Junior"® Comprehensive test. It discusses how stakeholder feedback gathered during test development supports the validity argument for score…
Descriptors: Teacher Attitudes, Test Construction, Feedback (Response), Language Tests
Romhild, Anja; Kenyon, Dorry; MacGregor, David – Language Assessment Quarterly, 2011
This study examined the role of domain-general and domain-specific linguistic knowledge in the assessment of academic English language proficiency using a latent variable modeling approach. The goal of the study was to examine if modeling of domain-specific variance results in improved model fit and well-defined latent factors. Analyses were…
Descriptors: Concept Formation, English (Second Language), Language Proficiency, Second Language Learning
Ockey, Gary J. – Language Assessment Quarterly, 2007
When testing English language learners (ELLs) in subject matter areas, construct irrelevant variance could result from English, the language in which the test is presented. Differential item functioning (DIF) techniques have been used to determine if items are operating differently for population subgroups and might therefore be appropriate for…
Descriptors: Test Bias, Validity, Word Problems (Mathematics), Mathematics Tests
