Standardbasiertes Testen von Schreibkompetenzen im Fach Englisch.

Autor/inn/en	Porsch, Raphaela; Köller, Olaf
Titel	Standardbasiertes Testen von Schreibkompetenzen im Fach Englisch.
Quelle	Aus: Bos, Wilfried (Hrsg.); Klieme, Eckhard (Hrsg.); Köller, Olaf (Hrsg.): Schulische Lerngelegenheiten und Kompetenzentwicklung. Festschrift für Jürgen Baumert. Münster u.a.: Waxmann (2010) S. 85-103 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2358-9; 978-3-8309-2358-9
Schlagwörter	Kompetenz; Empirische Untersuchung; Testaufgabe; Bildungsstandards; Gymnasiale Oberstufe; Schüler; Leistungsbeurteilung; Schülerleistung; Sprachkompetenz; Text; Erste Fremdsprache; Englischunterricht; Schreiben; Messung; Berlin; Deutschland
Abstract	This chapter presents a study investigating the newly developed uni-level approach for testing writing skills in English as a first foreign language. This approach is compared with the multi-level approach represented by instruments developed for the DESI-study. Both approaches allow the representation of proficiency scores on the scale of the Common European Framework for Languages (CEF; Council of Europe, 2001). Within the uni-level approach, the demands of a specific writing task to be performed are tailored to the proficiency levels addressed. Consequently the written language elicited is evaluated using a scoring procedure that is proficiency level-specific, yielding only the information whether the proficiency level targeted has been reached or not. Within the multi-level approach, each and every task is 'open' in a way that demands of the task (e.g. stimulus) are not tailored to levels of proficiency, the written language elicited can be related to more than one level of proficiency, and using a rating scale including all of the levels of proficiency under investigation. However, if testing for five competence levels one has difficulty to develop adequate tasks. As a result the uni-level approach is introduced as an alternative for relating text productions to the CEF levels. The study addresses two research questions: (1) Are ratings using the coding schemes of the uni-level approach and the multi-level approach sufficiently reliable? (2) What is the magnitude of correlations between school grades and writing competence, and can the results be interpreted as a first sign of construct validity? The results show that the raters are able to apply the coding schemes successfully. The correlations with grades in English are higher with the proficiency estimates based on the uni-level approach. Along with a discussion of the results, limitations of the study are discussed and implications for further research are provided. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4