Literaturnachweis - Detailanzeige
| Autor/in | Wilson, Kenneth M. |
|---|---|
| Institution | Educational Testing Service, Princeton, NJ. |
| Titel | Enhancing the Interpretation of a Norm-Referenced Second-Language Test through Criterion Referencing: A Research Assessment of Experience in the TOEIC Testing Context. TOEIC Research Report Number 1. |
| Quelle | (1989), (111 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adults; Correlation; Criterion Referenced Tests; English (Second Language); Foreign Countries; Language Tests; Listening Comprehension Tests; Norm Referenced Tests; Regression (Statistics); Second Language Learning; Test Interpretation; Testing Programs; France; Japan; Mexico; Saudi Arabia; Test of English for International Communication |
| Abstract | This study was undertaken to develop guidelines for making interpretive inferences from scores on the Test of English for International Communication (TOEIC), a norm-referenced test of English-language listening comprehension (LC) and reading (R) skills, about level of ability to use English in face-to-face conversation, indexed by performance in the Language Proficiency Interview (LPI) situation. LPI performance, rated according to behaviorally defined levels on the LPI/ILR/FSI quasi-absolute proficiency scale, was treated as a context-independent criterion, using the familiar regression model in an apparently novel application (for such criterion-referenced purposes) in the context of a large-scale ESL-testing program. The study employed TOEIC/LPI data-sets generated during operational ESL assessments in representative TOEIC-use settings (places of work or work-related ESL training) in Japan, France, Mexico, and Saudia Arabia, involving samples of adult, educated ESL users/learners in or preparing for ESL-essential positions with companies engaged in international commerce. The pattern of TOEIC/LPI concurrent correlations was consistent across samples and there was relatively close fit between sample LPI means and estimates from TOEIC scores, especially TOEIC-LC, using combined-sample regression equations. Theoretical and pragmatic implications of the findings are discussed. General guidelines are provided for making inferences about LPI-assessed level of oral English proficiency from TOEIC scores. Directions are suggested for further research and development activities in the TOEIC testing context. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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