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Validity evaluation in foreign langu...

Norris, John M.

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Validity evaluation in foreign language assessment.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Validity evaluation in foreign language assessment./
作者:	Norris, John M.
面頁冊數:	572 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2576.
Contained By:	Dissertation Abstracts International65-07A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3139778
ISBN:	9780496869190

Validity evaluation in foreign language assessment.
Norris, John M.

Validity evaluation in foreign language assessment. - 572 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2576.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2004.

College foreign language (FL) educators, like other educators, are faced with the imposing challenge to evaluate and ensure the qualities of their assessments. However, for most language educators, current validation standards and methods may offer little in the way of utility, feasibility, and meaningfulness for meeting this challenge. In this dissertation, the status of assessment and its validation within U.S. college FL education was first reviewed, and it was found to prioritize measurement qualities over assessment uses. This focus on measurement was then traced to psychometric traditions of validation practice in educational measurement, and shortcomings were identified. In response, it was proposed that assessment validation be reconceptualized as validity evaluation, and a framework was outlined for applying the methods of program evaluation to the validation of educational assessments in use. A three-year study then explored what happened when validity evaluation, following a utilization-focused model, was implemented in conjunction with the development and use of a placement assessment program in one college FL setting, the Georgetown University German Department. Examined were the questions, methods, findings, and uses that resulted from validity evaluation at each of four assessment program stages. Outcomes indicated that the process led to extensive use of findings by local language educators for understanding whether the assessment was meeting its intended uses, adjudicating continued use of instruments and procedures, communicating about assessment to a range of stakeholders, and revising assessment practices. In conclusion, the implications of validity evaluation were explored in terms of improving FL assessment practice and, more generally, transforming assessment validation into an educationally relevant endeavor.

ISBN: 9780496869190Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Validity evaluation in foreign language assessment.
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520 $a College foreign language (FL) educators, like other educators, are faced with the imposing challenge to evaluate and ensure the qualities of their assessments. However, for most language educators, current validation standards and methods may offer little in the way of utility, feasibility, and meaningfulness for meeting this challenge. In this dissertation, the status of assessment and its validation within U.S. college FL education was first reviewed, and it was found to prioritize measurement qualities over assessment uses. This focus on measurement was then traced to psychometric traditions of validation practice in educational measurement, and shortcomings were identified. In response, it was proposed that assessment validation be reconceptualized as validity evaluation, and a framework was outlined for applying the methods of program evaluation to the validation of educational assessments in use. A three-year study then explored what happened when validity evaluation, following a utilization-focused model, was implemented in conjunction with the development and use of a placement assessment program in one college FL setting, the Georgetown University German Department. Examined were the questions, methods, findings, and uses that resulted from validity evaluation at each of four assessment program stages. Outcomes indicated that the process led to extensive use of findings by local language educators for understanding whether the assessment was meeting its intended uses, adjudicating continued use of instruments and procedures, communicating about assessment to a range of stakeholders, and revising assessment practices. In conclusion, the implications of validity evaluation were explored in terms of improving FL assessment practice and, more generally, transforming assessment validation into an educationally relevant endeavor.
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