Monitoring Score Change Patterns to Support "TOEIC"® Listening and Reading Test Quality. Research Report. ETS RR-17-54

Autor/inn/en	Wei, Youhua; Low, Albert
Titel	Monitoring Score Change Patterns to Support "TOEIC"® Listening and Reading Test Quality. Research Report. ETS RR-17-54
Quelle	In: ETS Research Report Series, (2017), (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	English (Second Language); Language Tests; Second Language Learning; Scores; Listening Comprehension Tests; Reading Tests; Test Items; Educational Quality; High Stakes Tests; Hierarchical Linear Modeling; Test Wiseness; Repetition; Educational Background; Pretests Posttests; Educational Attainment; Sex; Test Reliability; Test Validity; Quality Control; Statistical Analysis; Test of English for International Communication + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Hörverstehensübung; Lesetest; Test content; Testaufgabe; Quality of education; Bildungsqualität; Wiederholung; Vorbildung; Bildungsabschluss; Bildungsgut; Geschlecht; Geschlechtsverkehr; Testreliabilität; Testvalidität; Qualitätskontrolle; Statistische Analyse
Abstract	In most large-scale programs of tests that aid in making high-stakes decisions, such as the "TOEIC"® family of products and service, it is not unusual for a significant portion of test takers to retake the test at multiple times.The study reported here used multilevel growth modeling to explore the score change patterns of nearly 20,000 TOEIC Listening and Reading test takers who repeated the test six times during a 4-year period. The study revealed that (a) on average, repeaters' scores increased with each subsequent testing; (b) repeaters' score increases were larger for initial retests than for later ones; (c) test takers' educational backgrounds were related to their initial scores but not to their score increases; and (d) test takers' gender was related both to initial scores and to score increases. The results suggest that multilevel growth modeling analysis has potential for evaluating and monitoring test performance across administrations by exploring repeaters' score change patterns over time.The study also provided empirical evidence for the reliability and validity of TOEIC scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01