Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
Bibliographic Data
| ID | 5900286 |
|---|---|
| Authors | Asli Lidice Gokturk Saglam (0000-0001-8536-269X, University of South-Eastern Norway, corresponding author), Dina Tsagari (0000-0002-6884-108X) |
| Year | 2022 |
| Volume | 7 |
| Issue | 1 |
| Pages | 65 |
| Publication date | 2022-03-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages7010065 |
| OpenAlex | W4221136415 |
| Language | EN |
| References cited | 36 |
This research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language proficiency test is used upon completion of the English language preparatory program in the Turkish context to determine learners' access to further English medium academic courses in their departments. To examine whether this source-based proficiency test has achieved its intended outcomes, 39 freshman students and 19 university instructors, who offered courses in various departments, were surveyed through questionnaires. Interviews were conducted with the instructors to gauge their perspectives about the validity of the integrated proficiency test-based decisions (whether students pass or fail) over time in terms of the language competency and academic skills of their learners. Quantitative and qualitative data analysis also revealed evidence both for positive and negative issues concerning the consequential validity of the test. Findings may help educators to reach a better understanding of the construct of integrated language assessment tasks in EAP contexts and the consequences of their use in achieving the intended and unintended curricular goals
Active listening · Construct validity · Context (archaeology · Developmental psychology · English for academic purposes · Language assessment · Language proficiency · Linguistics · Mathematics education · Medical education · Pedagogy · Perception · Psychometrics · Reading (process · Test (biology · Test validity · Turkish · EFL/ESL Teaching and Learning · Medicine · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Developing Assessment Literacy
Differences in written discourse in independent and integrated prototype tasks for next generation Toefl
Students' writing from sources for academic purposes
The Argument-Based Approach to Validation
Textual Appropriation and Citing Behaviors of University Undergraduates
Topical knowledge in L2 speaking assessment
Validity and washback in language testing
Discourse synthesis in integrated second language writing assessment
Plagiarism in second-language writing
Completely Different Worlds
Validity of psychological assessment
Staying out of trouble
| Citation velocity | historical |
|---|---|
| Highly cited | No |