Multistage Complexity in Language Proficiency Assessment: A Framework for Aligning Theoretical Perspectives, Test Development, and Psychometrics  

Oleh:

Luecht, Richard M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 36 no. 4 (2003), page 527-535.
Fulltext: 36_04_Luecht.pdf (972.37KB)

Isi artikel

This article contends that the necessary links between constructs and test scoresldecisions in language assessment must be established through principled design procedures that align three models: (1) a theoretical construct model; (2) a test development model; and (3) a psychometric scoring model. The theoretical construct model articulates the cognitive tasks, mechanisms, und ability constructs underlying language proficiency. The test development model focuses on developingfomal mechanismsfor structuring the design and development of the test problems (items and tasks) and for assembling the test as a whole. The psychometric scoringfinal model involves the use of psychometric modeling techniques capable of handling complex, multidimensional structures underlying the responses to a language proficien?y assessment. The authors promote the need for modeling the complexity inherent in the process of defining constructs, designing and building problems and tests, andfinally, scaling and scoring the instruments that assess language proficiency.

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