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Test fairness in a large-scale high-...

Song, Xiaomei.

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Test fairness in a large-scale high-stakes language test.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Test fairness in a large-scale high-stakes language test./
作者:	Song, Xiaomei.
面頁冊數:	245 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
Contained By:	Dissertation Abstracts International75-12A(E).
標題:	Educational tests & measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3638502
ISBN:	9781321221602

Test fairness in a large-scale high-stakes language test.
Song, Xiaomei.

Test fairness in a large-scale high-stakes language test. - 245 p.

Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.

Thesis (Ph.D.)--Queen's University (Canada), 2014.

Inquiry into fairness of a test has been recognized as an important research activity to direct efforts to reduce bias and discrimination against certain groups of test takers, create equal opportunities for test takers to demonstrate their knowledge and skills, and promote social justice. Given the importance of fairness in testing, my research examined the fairness of one large-scale high-stakes test in China---the Graduate School Entrance English Exam (GSEEE). To guide this doctoral research, I first drew on four sources of conceptual and empirical work to identify key issues encompassing test fairness. Informed by Willingham's conceptual framework (Willingham & Cole, 1997; Willingham, 1999), I investigated the fairness of the GSEEE in two studies. In Study 1, I examined whether the GSEEE test items functioned differentially and brought potential bias towards test taker groups based on gender and academic background. In addition to the results of low reliability and discrimination values, Study 1 found a number of items/texts functioned differentially towards certain test taker groups. However, a qualitative content review of the flagged items/texts by three reviewers did not find consistent results regarding whether these flagged items/texts exhibited potential bias towards the test takers groups.

ISBN: 9781321221602Subjects--Topical Terms:

3168483
Educational tests & measurements.

Test fairness in a large-scale high-stakes language test.
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502 $a Thesis (Ph.D.)--Queen's University (Canada), 2014.
520 $a Inquiry into fairness of a test has been recognized as an important research activity to direct efforts to reduce bias and discrimination against certain groups of test takers, create equal opportunities for test takers to demonstrate their knowledge and skills, and promote social justice. Given the importance of fairness in testing, my research examined the fairness of one large-scale high-stakes test in China---the Graduate School Entrance English Exam (GSEEE). To guide this doctoral research, I first drew on four sources of conceptual and empirical work to identify key issues encompassing test fairness. Informed by Willingham's conceptual framework (Willingham & Cole, 1997; Willingham, 1999), I investigated the fairness of the GSEEE in two studies. In Study 1, I examined whether the GSEEE test items functioned differentially and brought potential bias towards test taker groups based on gender and academic background. In addition to the results of low reliability and discrimination values, Study 1 found a number of items/texts functioned differentially towards certain test taker groups. However, a qualitative content review of the flagged items/texts by three reviewers did not find consistent results regarding whether these flagged items/texts exhibited potential bias towards the test takers groups.
520 $a In Study 2, I investigated perceptions of the fairness of the GSEEE as expressed by program administrators, teachers, and test takers. While some practices were perceived as being fair, some were considered to undermine fairness. Additionally, divergences existed regarding the perceptions of the fairness of some practices. Despite mixed perceptions, the three groups of the GSEEE stakeholders perceived that, overall, the GSEEE was a fair test within the Chinese testing context. Such overall perception was linked to reasons in two areas: the fair testing process prioritizing equality as well as the shared beliefs and priorities that highlighted equality among the participants in the Chinese testing context.
520 $a In conclusion, this research offers empirical information with regard to the fairness of the GSEEE from psychometric and stakeholder perspectives. The research also provides evidence that the conceptualization of test fairness is mediated by contextualized beliefs and traditions. Whether a test is perceived as fair or not is derived from considerations in both the testing process and the broad socio-cultural context.
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