A Revised Spanish/English Oral Proficiency Test, 1974 Field Test Results. Research and Development Memorandum No. 134. [Report No.: SCRDT-RDM-134

Autor/inn/en	Ramirez, Arnulfo G.; Politzer, Robert L.
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	A Revised Spanish/English Oral Proficiency Test, 1974 Field Test Results. Research and Development Memorandum No. 134. [Report No.: SCRDT-RDM-134
Quelle	(1975), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Bilingualism; Elementary Education; English; Grammar; Junior High Schools; Language Proficiency; Language Tests; Linguistic Performance; Spanish; Spanish Speaking; Speech Communication; Test Interpretation; Test Reliability; Test Results; Vocabulary + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Elementarunterricht; English language; Englisch; Grammatik; Sekundarstufe I; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Spanisch; Test analysis; Testauswertung; Testreliabilität; Wortschatz
Abstract	A revised Spanish/English oral-proficiency test battery was administered to 40 Spanish-surnamed pupils equally divided by sex at grade levels 1, 3, 5, and 7. The test battery included parallel Spanish and English versions of: (1) a 12-item vocabulary pretest, (2) a 32-item vocabulary-by-domain test consisting of four sections--home, neighborhood, church, and school--of eight items each, and (3) a 32-item grammar production test requiring 10 different grammatical operations. The pupils' performance was similar (balanced) in both languages on the home and neighborhood domains in all grades; Spanish was dominant on the church domain in grades 1 and 3, balance not being achieved until grade 7. English was dominant only on the school domain in grade 5. Spanish was dominant on the grammar test through grade 5, with balance achieved in grade 7. The general tendency was for test scores to improve with grade level or years in school. The amount of variance in the test scores that could be reliably attributed to language use (i.e., language spoken with father, mother, friends, etc.) or demographic variables appeared small. Information about the reliability of test items and about correlations between the Spanish and English versions is given here, and the complete vocabulary and grammar tests are provided in appendixes. (Author/PMP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01