A Validity Argument to Support the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)

Autor/inn/en	Cox, Troy L.; Malone, Margaret E.
Titel	A Validity Argument to Support the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)
Quelle	In: Foreign Language Annals, 51 (2018) 3, S.548-574 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cox, Troy L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12353
Schlagwörter	Language Proficiency; Second Language Learning; Second Language Instruction; Guidelines; Test Validity; Language Tests; Listening Comprehension; Oral Language; Reading Comprehension; Writing Skills; Chinese; French; Spanish; Rating Scales; Generalization; Elementary School Students; Middle School Students; High School Students; Receptive Language; Expressive Language; Test Construction + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Richtlinien; Testvalidität; Language test; Sprachtest; Hörverständnis; Oral interpretation; Mündlicher Sprachgebrauch; Leseverstehen; Writing skill; Schreibfertigkeit; China; Chinesen; Französisch; Spanisch; Rating-Skala; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Rezeptive Kommunikationsfähigkeit; Testaufbau
Abstract	This article presents evidence for a validity argument on the ACTFL Assessment of Performance Toward Proficiency in Languages (AAPPL) tests (Interpersonal Listening/Speaking, Presentational Writing, Interpretive Listening, and Interpretive Reading) by summarizing an analysis of the 2014 test data from examinations administered in three languages (Chinese, French, and Spanish) to more than 10,000 students in grades 5 to 12. The specific stages the authors evaluated included the following: (1) the design of the instrument, (2) the effectiveness of the rating scale, (3) the reliability of the instrument, and (4) the extent to which ACTFL proficiency levels were generalizable across languages. As a complete test battery, there is validity evidence that the Assessment of Performance Toward Proficiency can be used to measure the performance of upper elementary, middle, and high school students as they develop increasingly sophisticated language proficiency. The strengths of the examinations are the productive skill areas, whereas the receptive skill areas have been targeted for continuing development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01