Probing the Relative Importance of Different Attributes in L2 Reading and Listening Comprehension Items: An Application of Cognitive Diagnostic Models

Autor/in	Yi, Yeon-Sook
Titel	Probing the Relative Importance of Different Attributes in L2 Reading and Listening Comprehension Items: An Application of Cognitive Diagnostic Models
Quelle	In: Language Testing, 34 (2017) 3, S.337-355 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532216646141
Schlagwörter	Second Language Learning; Reading Comprehension; Listening Comprehension; Language Tests; English (Second Language); Scores; Language Processing; Reading Tests; Listening Comprehension Tests; Models; Diagnostic Tests; Computer Assisted Testing; Comparative Analysis; Test Items; Item Analysis; Goodness of Fit; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Leseverstehen; Hörverständnis; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverarbeitung; Lesetest; Hörverstehensübung; Analogiemodell; Diagnostic test; Diagnostischer Test; Test content; Testaufgabe; Itemanalyse
Abstract	The present study examines the relative importance of attributes within and across items by applying four cognitive diagnostic assessment models. The current study utilizes the function of the models that can indicate inter-attribute relationships that reflect the response behaviors of examinees to analyze scored test-taker responses to four forms of TOEFL reading and listening comprehension sections. The results are interpreted to determine whether the subskills defined in each subtest contribute equally within an item and across items. The study also discusses whether the empirical results support the claims for compensatory processing of L2 comprehension skills and presents practical implications of the findings. The article concludes with the limitations of the study and suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01