Developing Individualized Feedback for Listening Assessment: Combining Standard Setting and Cognitive Diagnostic Assessment Approaches

Autor/inn/en	Min, Shangchao; He, Lianzhen
Titel	Developing Individualized Feedback for Listening Assessment: Combining Standard Setting and Cognitive Diagnostic Assessment Approaches
Quelle	In: Language Testing, 39 (2022) 1, S.90-116 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Min, Shangchao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532221995475
Schlagwörter	Feedback (Response); Second Language Learning; Second Language Instruction; English (Second Language); Language Tests; Standard Setting; Diagnostic Tests; Listening Comprehension Tests; Mastery Learning; Cognitive Ability; Language Proficiency; Classification; Oral Language; College Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Standardisierung; Diagnostic test; Diagnostischer Test; Hörverstehensübung; Denkfähigkeit; Language skill; Language skills; Sprachkompetenz; Classification system; Klassifikation; Klassifikationssystem; Oral interpretation; Mündlicher Sprachgebrauch; Collegestudent
Abstract	In this study, we present the development of individualized feedback for a large-scale listening assessment by combining standard setting and cognitive diagnostic assessment (CDA) approaches. We used the performance data from 3,358 students' item-level responses to a field test of a national EFL test primarily intended for tertiary-level EFL learners. The results showed that proficiency classifications and subskill mastery classifications were generally of acceptable reliability, and the two kinds of classifications were in alignment with each other at individual and group levels. The outcome of the study is a set of descriptors that describe each test taker's ability to understand certain level of oral texts and his or her cognitive performance. The current study, by illustrating the feasibility of combining standard setting and CDA approaches to produce individualized feedback, contributes to the enhancement of score reporting and addresses the long-standing criticism that large-scale language assessments fail to provide individualized feedback to link assessment with instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01