Factor Structure of the TOEFL® Internet-Based Test (iBT): Exploration in a Field Trial Sample. TOEFL iBT Research Report. TOEFL iBT-04. ETS RR-08-09

Autor/inn/en	Sawaki, Yasuyo; Stricker, Lawrence; Oranje, Andreas
Titel	Factor Structure of the TOEFL® Internet-Based Test (iBT): Exploration in a Field Trial Sample. TOEFL iBT Research Report. TOEFL iBT-04. ETS RR-08-09
Quelle	In: ETS Research Report Series, (2008), (78 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Factor Structure; Computer Assisted Testing; Multitrait Multimethod Techniques; Scores; Test Construction; English (Second Language); Language Tests; Second Language Learning; Correlation; Reading Skills; Writing Skills; Listening Skills; Oral Language; Test Items; Factor Analysis; Item Analysis; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Faktorenstruktur; Testaufbau; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Korrelation; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Test content; Testaufgabe; Faktorenanalyse; Itemanalyse
Abstract	The present study investigated the factor structure of a field trial sample of the Test of English as a Foreign Language™ Internet-based test (TOEFL® iBT). An item-level confirmatory factor analysis (CFA) was conducted for a polychoric correlation matrix of items on a test form completed by 2,720 participants in the 2003-2004 TOEFL iBT Field Study. CFA-based multitrait-multimethod (MTMM) analyses for the Reading and Listening sections showed that the language abilities assessed in each section were essentially unidimensional, while the factor structure of the entire test was best represented by a higher-order factor model with a general factor (English as a second language/English as a foreign language ability) and four group factors for reading, listening, speaking, and writing. The integrated Speaking and Writing tasks, which require language processing in multiple modalities, well defined the target modalities (speaking and writing). These results broadly support the current reporting of four scores corresponding to the modalities and a total score, as well as the test design where the integrated tasks contribute only to the scores for the target modalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01