Page: 1... 8 9 10 11 12 13 14 15 16... 82
221 |
Correlating English Language Learner CRCT Scores on the Basis of English Language Learner ACCESS Scores
|
|
|
|
In: Doctoral Dissertations and Projects (2016)
|
|
BASE
|
|
Show details
|
|
222 |
Standard setting in specific-purpose language testing: what can a qualitative study add?
|
|
|
|
BASE
|
|
Show details
|
|
223 |
The Knowledge Of Romani And School Readiness Of Roma Children ...
|
|
|
|
BASE
|
|
Show details
|
|
224 |
Inklusion von Roma-Schülerinnen und Schülern: (Wie) Können Sprachtherapie und Sprachheilpädagogik unterstützen?
|
|
|
|
In: Stitzinger, Ulrich [Hrsg.]; Sallat, Stephan [Hrsg.]; Lüdtke, Ulrike [Hrsg.]: Sprache und Inklusion als Chance?! Expertise und Innovation für Kita, Schule und Praxis. Idstein : Schulz-Kirchner Verlag 2016, S. 325-331. - (Sprachheilpädagogik aktuell. Beiträge für Schule, Kindergarten, therapeutische Praxis; 2) (2016)
|
|
BASE
|
|
Show details
|
|
225 |
Sprachdiagnostik als Ausgangspunkt für Förderung mehrsprachiger Schülerinnen und Schüler
|
|
|
|
In: Pädagogik leben (2016) 2, S. 10-12 (2016)
|
|
BASE
|
|
Show details
|
|
226 |
Code-switched English Pronunciation Modeling for Swahili Spoken Term Detection (Pub Version, Open Access)
|
|
|
|
BASE
|
|
Show details
|
|
229 |
The Sociolinguistic Situation of the Hunjara-Kaina Ke Language
|
|
|
|
BASE
|
|
Show details
|
|
231 |
A Sociolinguistic Study of Dangaura Tharu and Related Varieties
|
|
|
|
BASE
|
|
Show details
|
|
232 |
An end-to-end approach to language identification in short utterances using convolutional neural networks
|
|
|
|
BASE
|
|
Show details
|
|
233 |
Language effects in international testing: the case of PISA 2006 science items
|
|
|
|
BASE
|
|
Show details
|
|
234 |
Language effects in international testing: The case of PISA 2006 science items
|
|
|
|
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
|
|
BASE
|
|
Show details
|
|
235 |
The relationship between test-takers’ first language, listening proficiency and their performance on paired speaking tests
|
|
|
|
BASE
|
|
Show details
|
|
236 |
Contrasting the oral and written narratives of six- and eight-year-old Canadian children
|
|
|
|
BASE
|
|
Show details
|
|
237 |
Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
|
|
Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
|
|
BASE
|
|
Show details
|
|
238 |
Using The Mobile Application Evernote for Diagnostic Assessment to Enhance Foreign Language Proficiency
|
|
|
|
BASE
|
|
Show details
|
|
239 |
An evaluation of a post-entry test: An item analysis using Classical Test Theory (CTT)
|
|
|
|
In: Open Access Dissertations (2016)
|
|
Abstract:
This study is an analysis of test reliability of two screening tasks (C-test and cloze-elide) in the Assessment of College English-International test (ACE-In), a post-entry test developed at Purdue University. The study uses Classical Test Theory (CTT) to assess the reliability of these test items. CTT is selected because this theory is the standard comprehensive procedure for developing, evaluating, and scaling test items (DeVellis, 2006). This reliability analysis is important because it is a prerequisite to the test validation process. This study has three major research questions: 1. What is the item characteristics of C-test and cloze elide? 2. What are the average values of item difficulty and item discrimination of C-test and cloze elide items? 3. What are the internal consistency coefficients for and correlation coefficient between the C-tests and cloze elide tests? The results of the pilot study showed that the average score of C-test is 77.8 (SD = 9.98), and that of cloze-elide test is 36.59 (SD = 14.86). Considering the average values of item difficulty and item discrimination of both tasks, C-test items are generally considered easy (item difficulty > 0.7), while cloze-elide items are of medium difficulty (item difficulty ≈ 0.6). Even though C-test items have acceptable discrimination i.e., the average biserial correlation indices (rpb) are 0.3, cloze-elide items are shown to have much better discrimination values on average i.e., rpb indices are higher than 0.5. The Cronbach’s alpha coefficients, a measure of internal consistency, of C-test and cloze-elide are .88 and .96, respectively. The Pearson product-moment correlation analysis revealed that the correlation between the C-test and cloze-elide is high (r = .66), and it is significant with the p-value less than .01. These analyses of test reliability indicated that the test items were measuring the same underlying construct – generally language proficiency. Even though the key results of the item analyses showed that C-test did not meet the standard of item difficulty and discrimination, it does not necessarily mean that C-test cannot sufficiently serve its intended purpose as a preliminary screening tool. After examining the score distributions of both C-test and cloze-elide scores, the scores of both tasks range widely. With fairly wide standard deviations, there is a potential to combine the scores of these two screening tasks to identify the students who had a uniformly low performance across both tasks.
|
|
Keyword:
Classical test theory; Language literature and linguistics; Post entry test; Test development
|
|
URL: https://docs.lib.purdue.edu/open_access_dissertations/862 https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=2054&context=open_access_dissertations
|
|
BASE
|
|
Hide details
|
|
240 |
TOEFL Strategies: A Complete Guide to the iBT
|
|
|
|
In: SHU Faculty Publications (2016)
|
|
BASE
|
|
Show details
|
|
Page: 1... 8 9 10 11 12 13 14 15 16... 82
|
|