Educational L2 Constructs and Diagnostic Measurement

Autor/in	Yumsek, Meltem
Titel	Educational L2 Constructs and Diagnostic Measurement
Quelle	In: Language Testing in Asia, 13 (2023), Artikel 3 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-022-00214-0
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Tests; Feedback (Response); Language Proficiency; Classification; Reading Tests; Kindergarten; Elementary Secondary Education; Construct Validity; Diagnostic Tests + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Classification system; Klassifikation; Klassifikationssystem; Lesetest; Diagnostic test; Diagnostischer Test
Abstract	Various stakeholders, such as policymakers and educators, require diagnostic feedback and actionable test results. One particular context in which fine-grained test results are of utmost importance is English language proficiency (ELP) assessments as they are used for critical decisions for students. Diagnostic classification models (DCMs) afford finer levels of feedback to improve learning outcomes. This study is part of a research project which implemented DCMs to the reading domain of a K-12 ELP assessment for grades 6-8 to evaluate its feasibility and utility. The research project is U.S.-based. However, the investigation is of relevance to the language testing community broadly. The paper discusses how to address second language reading construct within DCMs. Specifically, it details the identification of attributes underlying the construct and the development and selection of alternative Q-matrices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01