| 1 |
Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
|
|
|
|
In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
|
|
Abstract:
This research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language proficiency test is used upon completion of the English language preparatory program in the Turkish context to determine learners’ access to further English medium academic courses in their departments. To examine whether this source-based proficiency test has achieved its intended outcomes, 39 freshman students and 19 university instructors, who offered courses in various departments, were surveyed through questionnaires. Interviews were conducted with the instructors to gauge their perspectives about the validity of the integrated proficiency test-based decisions (whether students pass or fail) over time in terms of the language competency and academic skills of their learners. Quantitative and qualitative data analysis also revealed evidence both for positive and negative issues concerning the consequential validity of the test. Findings may help educators to reach a better understanding of the construct of integrated language assessment tasks in EAP contexts and the consequences of their use in achieving the intended and unintended curricular goals.
|
|
Keyword:
consequential validity; EAP; integrated language assessment; student perceptions; teacher perceptions; test consequences; washback
|
|
URL: https://doi.org/10.3390/languages7010065
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
МЕТОДЫ КОНТРОЛЯ ЗНАНИЙ ПО ИНСТРАННОМУ ЯЗЫКУ У СТУДЕНТОВ, ОБУЧАЮЩИХСЯ ПО МЕТОДИКЕ CLIL ... : METHODS OF FOREIGN LANGUAGE PERFORMANCE ASSESSMENT IN STUDENTS PARTICIPATING IN CLIL ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
The Impact of input task characteristics on performance on an integrated listening-Into-writing EAP assessment
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Integration of Task-based Language Assessment into Young Learner Classrooms
|
|
|
|
In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 403-422 (2019) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Some evidence of the development of L2 reading-into-writing skills at three levels
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Developing rubrics to assess the reading-into-writing skills: a case study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task
|
|
|
|
In: Graduate Theses and Dissertations (2015)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
|
|
|
|
In: Colombian Applied Linguistics Journal, Vol 16, Iss 2, Pp 151-160 (2014) (2014)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
