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Teacher evaluation of item formats f...

Perea-Hernandez, Jose Luis.

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Teacher evaluation of item formats for an English language proficiency assessment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teacher evaluation of item formats for an English language proficiency assessment./
Author:	Perea-Hernandez, Jose Luis.
Description:	241 p.
Notes:	Source: Masters Abstracts International, Volume: 48-06, page: 3302.
Contained By:	Masters Abstracts International48-06.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1479163
ISBN:	9781124112459

Teacher evaluation of item formats for an English language proficiency assessment.
Perea-Hernandez, Jose Luis.

Teacher evaluation of item formats for an English language proficiency assessment. - 241 p.

Source: Masters Abstracts International, Volume: 48-06, page: 3302.

Thesis (M.A.)--Portland State University, 2010.

Language testing plays a significant role in the collection of systematic information about English Language Learners' ability and progress in K-12 public schools in Oregon. Therefore, the following thesis reports on a process of the development of this assessment as I was at some point one of the members in the test development team and then drew upon teachers' opinions and judgments to compensate for a gap in this process.

ISBN: 9781124112459Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Teacher evaluation of item formats for an English language proficiency assessment.
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020 $a 9781124112459
035 $a (UMI)AAI1479163
035 $a AAI1479163
040 $a UMI $c UMI
100 1 $a Perea-Hernandez, Jose Luis. $3 1678782
245 1 0 $a Teacher evaluation of item formats for an English language proficiency assessment.
300 $a 241 p.
500 $a Source: Masters Abstracts International, Volume: 48-06, page: 3302.
500 $a Adviser: Kimberley Brown.
502 $a Thesis (M.A.)--Portland State University, 2010.
520 $a Language testing plays a significant role in the collection of systematic information about English Language Learners' ability and progress in K-12 public schools in Oregon. Therefore, the following thesis reports on a process of the development of this assessment as I was at some point one of the members in the test development team and then drew upon teachers' opinions and judgments to compensate for a gap in this process.
520 $a For example, despite the fact that Oregon item-writers produced test items in summer 2004, they identified some deficiencies as they followed the process. Therefore, the need for more examples of item formats in order to develop better items, a proper identification of materials for reading and listening, and mainly the lack of detailed item test specifications was imminent.
520 $a Unfortunately, item writers did not posses a guiding document that would allow them to generate items. The item writing process was not 'spec-driven'. Hence, these drawbacks in this test (larger project), provide the basis and rationale for this thesis. Thus, the aim of the present study was to identify what item formats worked best based on professional teacher judgment. Then, once identified these were used to detect what items could potentially be reverse-engineered into specifications for future studies or developmental stages of this assessment.
520 $a Therefore, the purpose of this thesis was to analyze through professional teacher-judgment the suitability of item formats, test items and the construct in a way that would be helpful for future item-writing sessions, but most importantly, to the better understanding of teachers devising items for this test. Teachers determined what items and item formats were more suitable in a testing situation for the diverse English language learners according to their relationship to the construct of the test, practicality, cognitive level, appropriateness, and similar tasks as used in classroom instruction.
520 $a Finally, the outcomes based on teacher feedback allowed the required data to establish a process to reverse-engineer test items and item formats into item test specifications. Thus, based on this feedback a more systematic process was illustrated to demonstrate how item formats can be the basis to reverse-engineer item test specifications.
590 $a School code: 0180.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0288
690 $a 0290
690 $a 0441
710 2 $a Portland State University. $b Applied Linguistics (TESOL). $3 1678783
773 0 $t Masters Abstracts International $g 48-06.
790 1 0 $a Brown, Kimberley, $e advisor
790 1 0 $a Santelmann, Lynn $e committee member
790 1 0 $a Stevens, Dannelle $e committee member
790 1 0 $a Walters, Keith $e committee member
790 $a 0180
791 $a M.A.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1479163