فهرست مطالب

International Journal of Language Testing
Volume:6 Issue: 1, Mar 2016

  • تاریخ انتشار: 1395/07/12
  • تعداد عناوین: 3
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  • Hamdollah Ravand*, Tahereh Firoozi Page 1
    The purpose of the present study was to explore validity of the University Entrance Examination for applicants into English Master’s Programs in Iran (Master’s UEE) with respect to the Messickian validity framework using the Rasch model.
    The data of 18821 test takers taking the 2009 version of the UEE were analyzed with Winsteps and R package eRm. An array of tests including Anderson’s (1973) test were used to check unidimensionality of the test. Since the test as a whole did not show unidimensionality, the reading, grammar, and vocabulary sections of the test were analyzed separately through Anderson''s (1973) likelihood ratio (LR) test using R package eRm. The results showed that (a) all the items in all the sections displayed good fit to the model, whereas more than 5 % of the examinees misfit the model, (b) due to small variance of item and person measures, the Rasch model explained small amount of variance in each section, namely 19.7 %, 13.8%, and 22.1 % in the reading, grammar, and vocabulary sections, respectively, (c) item measures were invariant within sections, contributing to the predictive validity (in the traditional sense of validity as types) of the test, whereas person measured did not show invariance, suggesting multidimensionality of the data hence threatening the construct validity of the test , (d) the bulk of the items did not match the bulk of the persons and there were noticeable gaps in the person-item maps, (e) small variance of person and item measures resulted in low Rasch reliability estimates for the sections, namely .53, .54, and .45 for the reading, grammar, and vocabulary sections, respectively.
    Keywords: Rasch model, Test validity, Unidimensionality, UEE
  • Hamid Ashraf*, Khalil Motallebzadeh, Faezeh Ghazizadeh Page 24
    This study investigated the impact of electronic–based dynamic assessment on the listening skill of Iranian EFL learners to achieve this goal, a group of 40 female EFL upper-intermediate students(aged between 26 to 38 years old) from to language institutes were selected as the participants of the study after administering a Quick Placement Test(QPT)to a larger population of EFL learners (N=65).All of the selected to female EFL upper intermediate student were administered a Listening Test (IELTS Format) as the pretest and posttest to assess the participants'' listening comprehension . Participants were divided in two control (N=20) and experimental (n=20) groups. The learners in experimental group were taught the listening skill via Dynamic Assessment through virtual electronic- based classroom and the learners in control group were taught listening skill via traditional dynamic assessment in a physical language classroom. A quasi-experimental pretest and post-test design was employed. After three – month study, the participants in experimental group meaning that electronic –based dynamic assessment can significantly affect the listening skill of Iranian EFL learners.
    Keywords: E, learning, Dynamic assessment, Listening skill
  • Purya Baghaei*, Alireza Dourakhshan Page 33
    The purpose of the present study is to compare the psychometric qualities of canonical single-response multiple-choice items with their double-response counterparts. Thirty, two-response four-option grammar items for undergraduate students of English were constructed. A second version of the test was constructed by replacing one of the correct replies with a distracter. The two test forms were analysed by means of the Rasch model. To score double-response items, two scoring procedures, dichotomous and polytomous, were applied and compared. Results showed that dichotomously scored double-response items were significantly harder than their single-response counterparts.Double-response itemshad equal reliability to the single-response items and had a better fit to the Rasch model. Principal component analysis of residuals showed that double-response multiple-choice items are closer to the unidimensionality principle of the Rasch model which can be the result of minimized guessing effect in double-response items.Polytomously scored double-response items, however, were easier than single-response items but substantially more reliable. Findings indicated that polytomous scoring of double-response items without the application of correction for guessing formulas results in the increase of misfitting or unscalable persons.
    Keywords: Multiple, choice items, Multiple, response multiple, choice items, Guessing effect