Forced Choice or Free Choice?: The Role of Question Formats in Predicting Speaking and Writing Skills of Nonnative Speakers of English

Autor/in	Pae, Hye K.
Titel	Forced Choice or Free Choice?: The Role of Question Formats in Predicting Speaking and Writing Skills of Nonnative Speakers of English
Quelle	In: Educational Assessment, 19 (2014) 2, S.97-115 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2014.903651
Schlagwörter	Test Items; Test Format; Speech Skills; Writing Skills; English (Second Language); Scores; Multiple Choice Tests; Language Tests; Chinese; French; Semitic Languages; Korean; Differences; Statistical Analysis; Regression (Statistics); Gender Differences; Adults + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Testentwicklung; Mündliche Leistung; Sprachfertigkeit; Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Language test; Sprachtest; China; Chinesen; Französisch; Arabisch; Hebräisch; Koreanisch; Unterscheiden; Statistische Analyse; Regression; Regressionsanalyse; Geschlechterkonflikt
Abstract	This study investigated the role of item formats in the performance of 206 nonnative speakers of English on expressive skills (i.e., speaking and writing). Test scores were drawn from the field test of the "Pearson Test of English Academic" for Chinese, French, Hebrew, and Korean native speakers. Four item formats, including multiple-choice questions asking for a single answer (SAMC), multiple-choice questions allowing for multiple answers (MAMC), gap-filling, and summarizing items, were examined in relation to expressive skills. The results showed that, although the four groups showed different score distributions, their first language itself did not account for a significant variance in the expressive skills. The summarizing item format assessing listening skills accounted for the greatest variance in the test takers' expressive skills. The SAMC format explained consistently a smaller variance than that of MAMC in the expressive skills measured. Unlike the findings of previous research, no gender difference was found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10