ERIC Number: EJ806787
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: N/A
Do Test Formats in Reading Comprehension Affect Second-Language Students' Test Performance Differently?
Zheng, Ying; Cheng, Liying; Klinger, Don A.
TESL Canada Journal, v25 n1 p65-80 Win 2007
Large scale testing in English affects second-language students not only greatly but also differently than first-language learners. The research literature reports that confounding factors in such large-scale testing such as varying test formats may differentially affect the performance of students from diverse backgrounds. An investigation of test performance between ESL/ELD students and non-ESL/ELD students on the Ontario Secondary School Literacy Test (OSSLT) was performed to investigate whether test formats in reading comprehension affected the two groups differently. The results indicate that the overall pattern of difficulty levels on the three test formats were the same between ESL/ELD students and non-ESL/ELD students, except that ESL/ELD students performed substantially lower on each format and that more variability was found among ESL/ELD students. Further, discriminant analysis results indicated that only the multiple-choice questions obtained a significant discriminant coefficient in differentiating the two groups. The results suggest a lack of association between test formats and test performance.
Descriptors: Reading Comprehension, Reading Tests, Test Format, Educational Testing, Discriminant Analysis, Measurement, Literacy, Secondary School Students, Correlation, Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Evaluation Problems
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Canada