Assessing the Test Information Function and Differential Item Functioning for the "TOEFL Junior"® Standard Test. Research Report. ETS RR-13-17. "TOEFL Junior"® Research Report. TOEFL JR-01

Autor/inn/en	Young, John W.; Morgan, Rick; Rybinski, Paul; Steinberg, Jonathan; Wang, Yuan
Titel	Assessing the Test Information Function and Differential Item Functioning for the "TOEFL Junior"® Standard Test. Research Report. ETS RR-13-17. "TOEFL Junior"® Research Report. TOEFL JR-01
Quelle	In: ETS Research Report Series, (2013), (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Item Response Theory; Test Items; Language Tests; Second Language Learning; English (Second Language); Middle School Students; Language Proficiency; Academic Discourse; Interpersonal Competence; Listening Comprehension; Grammar; Semantics; Reading Comprehension; Psychometrics; Scores; Student Placement; Decision Making; Meta Analysis; Difficulty Level; Statistical Analysis; Cross Cultural Studies; Graphs; Foreign Countries; Comparative Analysis; Qualitative Research; France; Greece; South Korea; Vietnam; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Test content; Testaufgabe; Language test; Sprachtest; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Language skill; Language skills; Sprachkompetenz; Discourse; Diskurs; Interpersonale Kompetenz; Hörverständnis; Grammatik; Semantik; Leseverstehen; Psychometry; Psychometrie; Schülerpraktikum; Decision-making; Entscheidungsfindung; Meta-analysis; Metaanalyse; Schwierigkeitsgrad; Statistische Analyse; Cultural comparison; Kulturvergleich; Grafische Darstellung; Ausland; Qualitative Forschung; Frankreich; Griechenland; Korea; Republik
Abstract	The "TOEFL Junior"® Standard Test is an assessment that measures the degree to which middle school-aged students learning English as a second language have attained proficiency in the academic and social English skills representative of English-medium instructional environments. The assessment measures skills in three areas: listening comprehension, language form and meaning, and reading comprehension. This study focused on two specific psychometric characteristics of the assessment: (a) For which segments of its score scales does the assessment provide sufficient information to support the use of the scores in placement decisions? (b) Do items exhibit significant (or C-level) differential item functioning (DIF) when comparisons are made between test-takers from different countries? For the first question, both of the forms we analyzed appear to provide sufficient information to support placement decisions across the majority of the score scale for all 3 sections of the assessment. For the second question, we found that a moderate number of items exhibited significant DIF, while the linguistic analyses conducted on the DIF results showed plausible construct-relevant explanations for most of the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01