Patterns of Various ESOL Proficiency Test Scores by Native Language and Proficiency Levels. Occasional Papers on Linguistics, No. 1.

Autor/in	Hisama, Kay K.
Institution	Southern Illinois Univ., Carbondale. Dept. of Linguistics.
Titel	Patterns of Various ESOL Proficiency Test Scores by Native Language and Proficiency Levels. Occasional Papers on Linguistics, No. 1.
Quelle	(1977), (11 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cloze Procedure; English (Second Language); Evaluation Methods; Foreign Students; Higher Education; Language Proficiency; Language Skills; Language Tests; Standardized Tests; Student Placement; Test Bias; Test Interpretation; Test Reliability; Test Validity; Testing + Suchen Sie Ihr Suchwort? Lückentext; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Standadised tests; Standardisierter Test; Schülerpraktikum; Testkritik; Test analysis; Testauswertung; Testreliabilität; Testvalidität; Testdurchführung; Testen
Abstract	A profile method was used to analyze the patterns of four English proficiency tests (Comprehensive English Language Test for Speakers of English as a Second Language: Structure, CELT: Listening, Reading for Understanding Test, and The New Cloze Test) regarding two examinee characteristics: their language proficiency levels and native language. One hundred thirty-six non-native students at the Center for English as a Second Language (ESL) at Southern Illinois University at Carbondale served as subjects. Two types of scores were derived for this purpose: percent scores and standard scores. There were group differences regarding both examinee characteristics. The use of multiple measures may be defensible at the present time largely because available English proficiency tests show some biases in sampling a trait called English proficiency of ESL students. Their use may tend to cancel out or nullify such biases. There is, however, an element of luck here and a better solution would be to select deliberately a test or tests that minimize such biases. (Author/CFM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC