Analysis of IELTS and TOEFL Reading and Listening Tests in Terms of Revised Bloom's Taxonomy

Autor/inn/en	Baghaei, Samira; Bagheri, Mohammad Sadegh; Yamini, Mortaza
Titel	Analysis of IELTS and TOEFL Reading and Listening Tests in Terms of Revised Bloom's Taxonomy
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1720939 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baghaei, Samira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1720939
Schlagwörter	Second Language Learning; English (Second Language); Language Tests; Reading Tests; Listening Comprehension Tests; Taxonomy; Monte Carlo Methods; Test Items; Item Analysis; Comparative Analysis; Test Content; Reliability; Coding; Thinking Skills; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Lesetest; Hörverstehensübung; Taxonomie; Monte-Carlo-Methode; Test content; Testaufgabe; Itemanalyse; Reliabilität; Codierung; Programmierung; Denkfähigkeit; Language tests; Englisch
Abstract	The main purpose of this quantitative-qualitative content analysis study was to compare IELTS and TOEFL listening and reading tests based on the representation of the learning objectives of Revised Bloom's taxonomy. To this end, 12 Academic IELTS listening and reading tests and 12 TOEFL iBT listening and reading tests were analyzed qualitatively and quantitatively. The contents of these tests were codified using a coding scheme developed by the researcher. To ensure the reliability of the coding, the test items were coded twice by the main researcher with a two-week time interval. Three coders (the researchers in this study) also independently codified the test items. The inter-coder and intra-coder reliability of the coding turned out to be 0.68 and 0.83, respectively. The Fisher-Freeman-Halton and Monte Carlo tests were used to analyze the data. Our results revealed that IELTS listening test items mainly revolved around Understanding and Remembering Factual Knowledge, respectively, while TOEFL listening test items drew on Understanding, Analyzing, and Remembering Factual Knowledge, respectively. Furthermore, the results demonstrated that lower-order thinking skills featured more prominently in IELTS listening tests than TOEFL listening tests. A significant difference was also found between IELTS and TOEFL reading tests in terms of learning objectives. That is, IELTS and TOEFL reading tests covered three and seven learning levels, respectively with the former overwhelmingly assessing lower-order thinking skills and the latter drawing on both lower-order and higher-order thinking skills. The implications of the findings are also delineated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01