Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test

Autor/in	Eskin, Daniel
Titel	Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test
Quelle	In: Studies in Applied Linguistics & TESOL, 21 (2022) 2, S.21-42 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-2907
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Student Placement; Language Proficiency; Scores; Writing Tests; High Stakes Tests; Decision Making; Performance Based Assessment; Community Programs; Language Tests; Applied Linguistics; Teacher Education Programs; Evaluators; Scoring Rubrics; Doctoral Students; New York (New York) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerpraktikum; Language skill; Language skills; Sprachkompetenz; Writing test; Schreibtest; Decision-making; Entscheidungsfindung; Leistungsermittlung; Language test; Sprachtest; Linguistics; Linguistik; Angewandte Linguistik; Scoring formulas; Auswertungsbogen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin
Abstract	For agencies that deliver high-stakes Second Language (L2) proficiency exams, a research agenda has been undertaken for years to examine the role of rater, task, and rubric as sources of variability into their performance assessments (Lee, 2006; Sawaki & Sinharay, 2013; Xi, 2007; Xi & Mollaun, 2006). However, these challenges are more acute for less-resourced institutions using L2 performance assessments for making score-based interpretations about test-takers, such as a language program making decisions based on placement test scores (Bachman, et. al, 1996; Sawaki & Xi, 2019; Vafaee & Yaghmaeyan, 2020). In such cases, the question becomes a veritable cost-benefit analysis, weighing the benefits of improving score dependability and practical constraints associated with time, cost, and resources (Bachman & Palmer, 1996). Considering this challenge, the current study investigates test score variance and dependability on two performance assessment tasks from a writing section on an English language program placement exam. The organization that administers the exam, the Community Language Program (CLP), operated within Teacher College, Columbia University's in conjunction with its in Applied Linguistic and Teaching English to Speakers of Other Languages (TESOL), uses test scores from this exam to assign the test takers to a particular English as a Second Language (ESL) class at an appropriate proficiency level. (ERIC).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01