Scratching Where They Itch: Evaluation of Feedback on a Diagnostic English Grammar Test for Taiwanese University Students

Autor/inn/en	Yin, Muchun; Sims, James; Cothran, Daniel
Titel	Scratching Where They Itch: Evaluation of Feedback on a Diagnostic English Grammar Test for Taiwanese University Students
Quelle	In: Language Assessment Quarterly, 9 (2012) 1, S.78-104 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
Schlagwörter	Feedback (Response); Student Attitudes; Grammar; Language Tests; Foreign Countries; Test Construction; Language Proficiency; Evaluation; College Students; Higher Education; Interviews; Diagnostic Tests; Questionnaires; Test Wiseness; Test Results; Likert Scales; Taiwan + Suchen Sie Ihr Suchwort? Schülerverhalten; Grammatik; Language test; Sprachtest; Ausland; Testaufbau; Language skill; Language skills; Sprachkompetenz; Evaluierung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Diagnostic test; Diagnostischer Test; Fragebogen; Likert-Skala
Abstract	Feedback to the test taker is a defining characteristic of diagnostic language testing (Alderson, 2005). This article reports on a study that investigated how much and in what ways students at a Taiwan university perceived the feedback to be useful on an online multiple-choice diagnostic English grammar test, both in general and by students of higher and lower language proficiency. Stage 1 involved questionnaire data from 68 students who rated each item's feedback according to usefulness, and Stage 2 involved interviews with five students as they read the feedback after taking the test. The data from these two stages showed students' overall positive attitude toward the feedback and students' preferences for particular feedback characteristics. The study also found that although higher proficiency test takers found the feedback to be more useful than lower proficiency test-takers, views about the characteristics of good feedback were similar regardless of level. Recommendations for improving diagnostic language test construction and validation are discussed based upon the findings. (Contains 7 tables, 3 figures and 5 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10