Micheline Chalhoub‐deville
Biographic Data
| ID | 3844030 |
|---|---|
| NAME | Micheline Chalhoub‐deville |
| GIVEN NAMES | Micheline |
| FAMILY NAME | Chalhoub‐deville |
| SIGNATURE | DEVILLE M C |
| AFFILIATIONS | University of Iowa |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Accountability and Language Testing
The Global Education Reform Movement (GERM) emphasizes accountability and highlights the central role of testing in measuring outcomes and driving improvement. In the United States, assessment systems are central to reforms such as the Every Student Succeeds Act (2015) and Race to the Top (2009), which implemented standardized testing to evaluate student performance and hold teachers and schools accountable. A key component of this accountability…
Differential and long-term language impact on math
Literature provides consistent evidence that there is a strong relationship between language proficiency and math achievement. However, research results show conflicts supporting either an increasing or a decreasing longitudinal relationship between the two. This study explored a longitudinal data and adopted quantile regression analyses to overcome several limitations in past research. The goal of the study is to detect more accurate and richer …
Validity theory
Educational policies such as Race to the Top in the USA affirm a central role for testing systems in government-driven reform efforts. Such reform policies are often referred to as the global education reform movement (GERM). Changes observed with the GERM style of testing demand socially engaged validity theories that include consequential research. The article revisits the Standards and Kane’s interpretive argument (IA) and argues that the role…
Principles of quantile regression and an application
Newer statistical procedures are typically introduced to help address the limitations of those already in practice or to deal with emerging research needs. Quantile regression (QR) is introduced in this paper as a relatively new methodology, which is intended to overcome some of the limitations of least squares mean regression (LMR). QR is more appropriate when assumptions of normality and homoscedasticity are violated. Also QR has been recommend…
Accountability-assessment under No Child Left Behind
The push for educational reform seems to be ubiquitous. For example, educational reform efforts have been documented in Australia (Brindley, 2001), Canada (Klinger, DeLuca, & Miller, 2008), Israel (Shohamy, 2001), the UK (Broadfoot, 1996), Germany (Rupp & Vock, 2007), and the USA (Wixson et al., 2003; Chalhoub-Deville, 2009a). Political rhetoric aimed at reform often seeks to underscore that education lies at the heart of economic development, in…
Rater judgment and English language speaking proficiency
The paper investigates whether there is a shared perception of speaking proficiency among raters from different English speaking countries. More specifically, this study examines whether there is a significant difference among English language learning (ELL) teachers, residing in Australia, Canada, the UK, and the USA when rating speech samples of international English language students. Teachers were asked to rate samples from international stud…
Second language interaction
This article considers how the nature of interaction may best be represented in the second language (L2) construct. The starting point is Bachman’s model of communicative language ability which, it is argued, incorporates interaction from an individual-focused cognitive perspective. The alternative view advocated here is that individual ability and contextual facets interact in ways that change them both. Thus, ‘an ability - in language user - in…
The Oral Proficiency Interview
Many researchers and practitioners maintain that ACTFL's efforts to improve instructional practices and promote proficiency assessments tied to descriptors of what learners can do in real life have contributed significantly to second language teaching and testing. Similar endeavors in the area of research, however, are critically needed. Focusing on the oral proficiency interview (OPI), this article argues that ACTFL has a responsibility to its s…
What to look for in ESL admission tests
Theoretical models, assessment frameworks and test construction
The article reviews the usefulness of several models of proficiency that have influenced second language testing in the last two decades. The review indicates that several factors contribute to the lack of congruence between models and test construction, and makes a case for distinguishing between theoretical models, which attempt to represent the proficiency construct in various contexts and oper ational assessment frameworks, which depict the c…
The Minnesota Articulation Project and its Proficiency‐Based Assessments
Various articulation projects have been funded across the country with an eye toward improving foreign language learning and instruction. The present paper reports on the Minnesota Articulation Project. It provides an overview of the project's three principal working groups: political action, curriculum, and assessment. The paper then outlines the theoretical underpinnings of the proficiency‐based assessment instruments developed in French, Germa…
Deriving oral assessment scales across different tests and rater groups
The purpose of this study is to derive the criteria/dimensions underlying learners' L2 oral ability scores across three tests: an oral interview, a narration and a read-aloud. A stimulus tape of 18 speech samples was presented to three native speaker rater groups for evaluation. The rater groups included teachers of Arabic as a foreign language in the USA, nonteaching Arabs residing in the USA for at least one year and nonteaching Arabs living in…
A Contextualized Approach to Describing Oral Language Proficiency
Although both raters and elicitation tasks are principal factors influencing the study of learners' second language L2) oral proficiency, the effect of each has always been investigated separately; consequently, any possible relationship between them remains unexplored. In investigating the L2 oral proficiency construct, the present study incorporated a variety of tasks and diverse rater groups. The tasks encompassed an interview, a narration, an…
Modified scoring, traditional item analysis and Sato's caution index used to investigate the reading recall protocol
The written recall protocol is increasingly being used in second language reading research as a measure of comprehension. Although the recall protocol is an essay-like instrument, the total score derived is based entirely on summing the discrete propositions correctly recalled. Consequently, item and reliability analyses comparable to those run on multiple-choice tests can and should be performed on recall protocols and on other integrative measu…
The Oral Proficiency Interview
Many researchers and practitioners maintain that ACTFL's efforts to improve instructional practices and promote proficiency assessments tied to descriptors of what learners can do in real life have contributed significantly to second language teaching and testing. Similar endeavors in the area of research, however, are critically needed. Focusing on the oral proficiency interview (OPI), this article argues that ACTFL has a responsibility to its s…
What to look for in ESL admission tests
The Minnesota Articulation Project and its Proficiency‐Based Assessments
Various articulation projects have been funded across the country with an eye toward improving foreign language learning and instruction. The present paper reports on the Minnesota Articulation Project. It provides an overview of the project's three principal working groups: political action, curriculum, and assessment. The paper then outlines the theoretical underpinnings of the proficiency‐based assessment instruments developed in French, Germa…
A Contextualized Approach to Describing Oral Language Proficiency
Although both raters and elicitation tasks are principal factors influencing the study of learners' second language L2) oral proficiency, the effect of each has always been investigated separately; consequently, any possible relationship between them remains unexplored. In investigating the L2 oral proficiency construct, the present study incorporated a variety of tasks and diverse rater groups. The tasks encompassed an interview, a narration, an…
Rater judgment and English language speaking proficiency
The paper investigates whether there is a shared perception of speaking proficiency among raters from different English speaking countries. More specifically, this study examines whether there is a significant difference among English language learning (ELL) teachers, residing in Australia, Canada, the UK, and the USA when rating speech samples of international English language students. Teachers were asked to rate samples from international stud…
Modified scoring, traditional item analysis and Sato's caution index used to investigate the reading recall protocol
The written recall protocol is increasingly being used in second language reading research as a measure of comprehension. Although the recall protocol is an essay-like instrument, the total score derived is based entirely on summing the discrete propositions correctly recalled. Consequently, item and reliability analyses comparable to those run on multiple-choice tests can and should be performed on recall protocols and on other integrative measu…
Deriving oral assessment scales across different tests and rater groups
The purpose of this study is to derive the criteria/dimensions underlying learners' L2 oral ability scores across three tests: an oral interview, a narration and a read-aloud. A stimulus tape of 18 speech samples was presented to three native speaker rater groups for evaluation. The rater groups included teachers of Arabic as a foreign language in the USA, nonteaching Arabs residing in the USA for at least one year and nonteaching Arabs living in…
A Contextualized Approach to Describing Oral Language Proficiency
Although both raters and elicitation tasks are principal factors influencing the study of learners' second language L2) oral proficiency, the effect of each has always been investigated separately; consequently, any possible relationship between them remains unexplored. In investigating the L2 oral proficiency construct, the present study incorporated a variety of tasks and diverse rater groups. The tasks encompassed an interview, a narration, an…
Theoretical models, assessment frameworks and test construction
The article reviews the usefulness of several models of proficiency that have influenced second language testing in the last two decades. The review indicates that several factors contribute to the lack of congruence between models and test construction, and makes a case for distinguishing between theoretical models, which attempt to represent the proficiency construct in various contexts and oper ational assessment frameworks, which depict the c…
The Minnesota Articulation Project and its Proficiency‐Based Assessments
Various articulation projects have been funded across the country with an eye toward improving foreign language learning and instruction. The present paper reports on the Minnesota Articulation Project. It provides an overview of the project's three principal working groups: political action, curriculum, and assessment. The paper then outlines the theoretical underpinnings of the proficiency‐based assessment instruments developed in French, Germa…
What to look for in ESL admission tests
Second language interaction
This article considers how the nature of interaction may best be represented in the second language (L2) construct. The starting point is Bachman’s model of communicative language ability which, it is argued, incorporates interaction from an individual-focused cognitive perspective. The alternative view advocated here is that individual ability and contextual facets interact in ways that change them both. Thus, ‘an ability - in language user - in…
The Oral Proficiency Interview
Many researchers and practitioners maintain that ACTFL's efforts to improve instructional practices and promote proficiency assessments tied to descriptors of what learners can do in real life have contributed significantly to second language teaching and testing. Similar endeavors in the area of research, however, are critically needed. Focusing on the oral proficiency interview (OPI), this article argues that ACTFL has a responsibility to its s…
Rater judgment and English language speaking proficiency
The paper investigates whether there is a shared perception of speaking proficiency among raters from different English speaking countries. More specifically, this study examines whether there is a significant difference among English language learning (ELL) teachers, residing in Australia, Canada, the UK, and the USA when rating speech samples of international English language students. Teachers were asked to rate samples from international stud…
Accountability-assessment under No Child Left Behind
The push for educational reform seems to be ubiquitous. For example, educational reform efforts have been documented in Australia (Brindley, 2001), Canada (Klinger, DeLuca, & Miller, 2008), Israel (Shohamy, 2001), the UK (Broadfoot, 1996), Germany (Rupp & Vock, 2007), and the USA (Wixson et al., 2003; Chalhoub-Deville, 2009a). Political rhetoric aimed at reform often seeks to underscore that education lies at the heart of economic development, in…
Principles of quantile regression and an application
Newer statistical procedures are typically introduced to help address the limitations of those already in practice or to deal with emerging research needs. Quantile regression (QR) is introduced in this paper as a relatively new methodology, which is intended to overcome some of the limitations of least squares mean regression (LMR). QR is more appropriate when assumptions of normality and homoscedasticity are violated. Also QR has been recommend…
Differential and long-term language impact on math
Literature provides consistent evidence that there is a strong relationship between language proficiency and math achievement. However, research results show conflicts supporting either an increasing or a decreasing longitudinal relationship between the two. This study explored a longitudinal data and adopted quantile regression analyses to overcome several limitations in past research. The goal of the study is to detect more accurate and richer …
Validity theory
Educational policies such as Race to the Top in the USA affirm a central role for testing systems in government-driven reform efforts. Such reform policies are often referred to as the global education reform movement (GERM). Changes observed with the GERM style of testing demand socially engaged validity theories that include consequential research. The article revisits the Standards and Kane’s interpretive argument (IA) and argues that the role…
Accountability and Language Testing
The Global Education Reform Movement (GERM) emphasizes accountability and highlights the central role of testing in measuring outcomes and driving improvement. In the United States, assessment systems are central to reforms such as the Every Student Succeeds Act (2015) and Race to the Top (2009), which implemented standardized testing to evaluate student performance and hold teachers and schools accountable. A key component of this accountability…
Psychology (13 works) · Computer Science (10 works) · EFL/ESL Teaching and Learning (9 works) · Mathematics education (8 works) · Language assessment (6 works) · Language proficiency (6 works) · Linguistics (6 works) · Multilingual Education and Policy (6 works) · Accountability (4 works) · Construct validity (4 works)