Differential Item Functioning in While-Listening Performance Tests: The Case of the International English Language Testing System (IELTS) Listening Module

Autor/in	Aryadoust, Vahid
Titel	Differential Item Functioning in While-Listening Performance Tests: The Case of the International English Language Testing System (IELTS) Listening Module
Quelle	In: International Journal of Listening, 26 (2012) 1, S.40-60 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2012.639649
Schlagwörter	Evidence; Test Bias; Testing; Listening Comprehension Tests; Language Tests; Performance Tests; English (Second Language); Second Language Learning; Item Analysis; Test Items; Gender Differences; Age Differences; Correlation; Scores; Multiple Choice Tests; Second Language Instruction; Foreign Students; Undergraduate Students; Foreign Countries; Asians; Arabs; Malaysia; Philippines; Singapore; International English Language Testing System + Suchen Sie Ihr Suchwort? Evidenz; Testkritik; Testdurchführung; Testen; Hörverstehensübung; Language test; Sprachtest; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Itemanalyse; Test content; Testaufgabe; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Korrelation; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Fremdsprachenunterricht; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Arab; Araber; Philippinen; Singapur; Language tests; Englisch
Abstract	This article investigates a version of the International English Language Testing System (IELTS) listening test for evidence of differential item functioning (DIF) based on gender, nationality, age, and degree of previous exposure to the test. Overall, the listening construct was found to be underrepresented, which is probably an important cause of the observed lack of significant correlation between awarded scores on while-listening performance (WLP) tests and subsequent academic performance. Some short answer items were biased toward higher-ability subgroups, likely due to those test takers' higher ability to apply what they had understood. Finally, some multiple-choice questions (MCQs) with few options likely encouraged attempts at lucky guesses, particularly among low-ability people who had received training in test-taking strategies. Implications for listening assessment and language education are discussed. (Contains 1 table, 1 figure and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10