Diagnosing EAP Writing Ability Using the Reduced Reparameterized Unified Model

Autor/in	Kim, Youn-Hee
Titel	Diagnosing EAP Writing Ability Using the Reduced Reparameterized Unified Model
Quelle	In: Language Testing, 28 (2011) 4, S.509-541 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532211400860
Schlagwörter	Performance Based Assessment; Performance Tests; Diagnostic Tests; Discriminant Analysis; Psychometrics; Writing Skills; Language Skills; English for Academic Purposes; Teaching Methods; Barriers; Second Language Learning; Writing Evaluation; Language Teachers; English (Second Language); Second Language Instruction; Language Tests + Suchen Sie Ihr Suchwort? Leistungsermittlung; Leistungsbeurteilung; Leistungsmessung; Leistungsüberprüfung; Diagnostic test; Diagnostischer Test; Diskriminanzanalyse; Psychometry; Psychometrie; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language test; Sprachtest
Abstract	Despite the increasing interest in and need for test information for use in instructional practice and student learning, there have been few attempts to systematically link a diagnostic approach to English for academic purposes (EAP) writing instruction and assessment. In response to this need for research, this study examined the extent to which the diagnostic information generated by the Reduced Reparameterized Unified Model (Reduced RUM; Hartz, Roussos, & Stout, 2002) was a discriminant, accurate, and reliable method of determining student performance in EAP writing. Ten English as a second language (ESL) teachers assessed 480 Test of English as a Foreign Language[TM] Internet-based test (TOEFL[R] iBT ) independent essays using the Empirically-derived Descriptor-based Diagnostic (EDD) checklist, which consisted of 35 concrete, fine-grained descriptors. The resultant ratings were then analyzed using "Arpeggio," the estimation software of the Reduced RUM. The findings showed that the skills diagnosis approach not only classified skill masters and non-masters accurately and reliably, but that it also had high discriminant function, with only a small number of students classified into flat profiles. However, concerns were raised with regard to the diagnostic power of some descriptors and the stability of one writing skill parameter (i.e., mechanics). The theoretical and pedagogical implications of the use of diagnostic assessment in EAP writing are discussed in this paper, as are suggestions for future research in applying psychometric diagnostic assessment models to performance assessment. (Contains 3 notes, 9 tables, and 10 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10