Literaturnachweis - Detailanzeige
| Autor/inn/en | Brantmeier, Cindy; Vanderplank, Robert |
|---|---|
| Titel | Descriptive and criterion-referenced self-assessment with L2 readers. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, 36 (2008) 3, S. 456-477 |
| Beigaben | Abbildungen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Fragebogen; Methodologie; Selbsteinschätzung; Lesetest; Test; Testentwicklung; Fortgeschrittenenunterricht; Sprachenlernen; Fremdsprachenunterricht; Spanischunterricht; Lesen; Leseverstehen; Hochschule; Portfolio; USA |
| Abstract | Brantmeier [Brantmeier, C., 2006. Advanced L2 learners and reading placement: self-assessment, computer-based testing, and subsequent performance. System 34 (1), 15-35] found that self-assessment (SA) of second language (L2) reading ability is not an accurate predictor for computer-based testing or subsequent classroom performance. With 359 advanced L2 university-level learners, the reported study attempts to provide new empirical evidence concerning the use of SA, when measured via criterion-referenced items, as a predictor of reading scores on a computer-based placement test and subsequent reading achievement. Before reading, participants completed a contextualized, criterion-referenced instrument for SA that was created from the European Language Portfolio. A four-item contextualized SA questionnaire was also completed after reading. Participants completed the following: self-assessment questionnaire taken prior to computer-based test, computer-based test of 8 readings, 2 in-class readings, written recall, multiple-choice, topic familiarity questionnaire, and post-reading SA questionnaire. Findings indicated that a descriptive and criterion-referenced questionnaire for SA may be a reliable predictor of both reading scores on a computer-based test and subsequent classroom performance when comprehension is measured via sentence completion and multiple choice items. The criterion-referenced questionnaire did not prove to be a reliable predictor of reading comprehension with the written recall task for the short story. The post-reading SA instrument proved reliable for all three comprehension tasks. Results hold important implications for both language placement directors and test constructors. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
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