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Weighting Patterns and Rater Variability in an English as a Foreign Language Speaking Test
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Cai, Hongwen. - : eScholarship, University of California, 2012
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In: Cai, Hongwen. (2012). Weighting Patterns and Rater Variability in an English as a Foreign Language Speaking Test. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/4cp5916t (2012)
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Justifying the Use of a Second Language Oral Test as an Exit Test in Hong Kong: An Application of Assessment Use Argument Framework
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Jia, Yujie. - : eScholarship, University of California, 2012
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In: Jia, Yujie. (2012). Justifying the Use of a Second Language Oral Test as an Exit Test in Hong Kong: An Application of Assessment Use Argument Framework. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/4s06v20w (2012)
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Testdiagnostik der Lese-Rechtschreibschwäche:Hamburger Schreibprobe und Salzburger Rechtschreibtest im Vergleich
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84 |
Maximizing the positive effects of the new Korean National English Ability Test (NEAT) on English language education in Korea through task-based instruction
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Taiwanese university students’ beliefs about language learning and strategy use in an EFL exit test environment
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90 |
Qualitative Rechtschreibdiagnostik in der Sekundarstufe I : zur empirischen Identifikation von Entwicklungsniveaus auf Basis der Definition der Lauttreue nach Reuter-Liehr
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BLLDB
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UB Frankfurt Linguistik
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Entwicklung und Evaluierung eines Untersuchungsinstruments in der Erstsprache von vierjährigen Kindern mit Migrationshintergrund im Rahmen einer Sprachentwicklungsstudie in Hessen
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BLLDB
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UB Frankfurt Linguistik
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94 |
Vers un outil d'évaluation du langage préscolaire et détecteur de préalables pour l'éducation de base au Cameroun en cas de retard de langage
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Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners
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In: Rios, Joseph A.(2011). Psychometric Evaluation of the Listening Sentence Span Task: A Working Memory Measure for English Language Learners. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/3j75b8bm (2011)
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Abstract:
The Listening Sentence Span Task is a widely used measure of working memory capacity for children. However, this measure has not been analyzed from an IRT framework nor has it been adapted to non-English languages. Study 1 of this paper examined the Classical Test Theory summed-score statistics, construct equivalence via a structural equation modeling framework, item parameter estimation utilizing Item Response Theory, and concurrent validity of a newly adapted Spanish-version of the Listening Sentence Span Task (LSST-S) for 491 English language learners (ELLs) in grades 1-3. Results of the analysis demonstrated that the majority of items on the measure displayed low item-total correlations and low internal consistency reliability. In addition, a very low coefficient á was obtained for the overall measure. A confirmatory item factor analysis demonstrated that the LSST-S measured a distinct latent construct when compared to its English predecessor, implying that construct non-equivalence was present between the two measures. Lastly, the LSST-S exhibited poor concurrent validity with measures of reading comprehension, fluid intelligence, and arithmetic computation. Study 2 examined differential item functioning of the Listening Sentence Span Task English-version in a mixed language-status sample, which was comprised of ELL (n=491) and non-ELL (n=315) children. This analysis demonstrated that uniform and non-uniform DIF was present. Recommendations for improving the LSST-S and LSST-E for use with ELLs are provided.
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Keyword:
Cognition; Educational Psychology; Educational Tests and Measurements; English Language Learners; Psychometrics; Test Translation; Test Validity; Working Memory
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URL: http://www.escholarship.org/uc/item/3j75b8bm http://n2t.net/ark:/13030/m5f192km
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Measuring implicit and explicit attitudes toward foreign-accented speech
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