Literaturnachweis - Detailanzeige
| Autor/inn/en | Harsch, Claudia; Hartig, Johannes |
|---|---|
| Titel | Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills. |
| Quelle | In: Language testing, 33 (2016) 4, S. 555-575Infoseite zur Zeitschrift |
| Beigaben | Anhang; Abbildungen 3; Tabellen 6 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0265-5322 |
| Schlagwörter | Empirische Forschung; Quantitative Forschung; Rezeptive Fertigkeit; Sprachtest; Wortschatztest; Vergleichende Analyse; Fremdsprachenunterricht; Englischunterricht |
| Abstract | Placement and screening tests serve important functions, not only with regard to placing learners at appropriate levels of language courses but also with a view to maximizing the effectiveness of administering test batteries. The authors examined two widely reported formats suitable for these purposes, the discrete decontextualized Yes/No vocabulary test and the embedded contextualized C-test format, in order to determine which format can explain more variance in measures of listening and reading comprehension. The data stem from a large-scale assessment with over 3000 students in the German secondary educational context; the four measures relevant to this study were administered to a subsample of 559 students. Using regression analysis on observed scores and SEM on a latent level, the authors found that the C-test outperforms the Yes/No format in both methodological approaches. The contextualized nature of the C-test seems to be able to explain large amounts of variance in measures of receptive language skills. The C-test, being a reliable, economical and robust measure, appears to be an ideal candidate for placement and screening purposes. In a side-line of their study, the authors also explored different scoring approaches for the Yes-No format. They found that using the hit rate and the false-alarm rate as two separate indicators yielded the most reliable results. These indicators can be interpreted as measures for vocabulary breadth and as guessing factors respectively, and they allow controlling for guessing. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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