The New Computer Adaptive Test of Size and Strength (CATSS): Development and Validation

Autor/inn/en	Aviad-Levitzky, Tami; Laufer, Batia; Goldstein, Zahava
Titel	The New Computer Adaptive Test of Size and Strength (CATSS): Development and Validation
Quelle	In: Language Assessment Quarterly, 16 (2019) 3, S.345-368 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aviad-Levitzky, Tami)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2019.1649409
Schlagwörter	Foreign Countries; Test Construction; Test Validity; Test Reliability; Computer Assisted Testing; Adaptive Testing; Vocabulary Development; Recall (Psychology); Receptive Language; Word Recognition; Test Items; Test Format; Scoring; Feedback (Response); Language Proficiency; English (Second Language); Second Language Learning; Scores; Language Tests; Israel + Suchen Sie Ihr Suchwort? Ausland; Testaufbau; Testvalidität; Testreliabilität; Wortschatzarbeit; Abberufung; Rezeptive Kommunikationsfähigkeit; Worterkennung; Test content; Testaufgabe; Testentwicklung; Bewertung; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest
Abstract	This article describes the development and validation of the new CATSS (Computer Adaptive Test of Size and Strength), which measures vocabulary knowledge in four modalities -- productive recall, receptive recall, productive recognition, and receptive recognition. In the first part of the paper we present the assumptions that underlie the test -- the importance of form-meaning link and the concept of four degrees of knowledge that are implicationally scaled. In the second part of the paper we present the core features of the test in terms of item selection, test format, scoring, and feedback to learners. The third part of the paper describes the process of test validation with 453 students of three English proficiency levels. We adopted the argument-based approach to validation and performed Rasch analyses, Cronbach's alpha, and multiple sets of ANOVAs and Post-hoc tests. The results of these analyses demonstrate the stability, sensitivity, and adequacy of the scoring system, the potential generalizability of the scores, the extrapolation of the scores as indicators of learners' proficiency level and expected vocabulary sizes and the possibility of using the test when making placement considerations or assessing progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01