Educational L2 constructs and diagnostic measurement

Language Testing in Asia

Research

Meltem Yumsek¹ 

[1] Ministry of Education, 06500, Ankara, Turkey;

关键词: Diagnostic classification models;    English learners;    English proficiency assessments;    K–12;    Second language reading;   

DOI  :  10.1186/s40468-022-00214-0

 received in 2022-09-13, accepted in 2022-12-24,  发布年份 2022

来源: Springer

【 摘 要 】

Various stakeholders, such as policymakers and educators, require diagnostic feedback and actionable test results. One particular context in which fine-grained test results are of utmost importance is English language proficiency (ELP) assessments as they are used for critical decisions for students. Diagnostic classification models (DCMs) afford finer levels of feedback to improve learning outcomes. This study is part of a research project which implemented DCMs to the reading domain of a K–12 ELP assessment for grades 6–8 to evaluate its feasibility and utility. The research project is U.S.-based. However, the investigation is of relevance to the language testing community broadly. The paper discusses how to address second language reading construct within DCMs. Specifically, it details the identification of attributes underlying the construct and the development and selection of alternative Q-matrices.

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

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