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Linking multiple-choice test scores ...

University of Maryland, College Park.

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Linking multiple-choice test scores to verbally defined proficiency levels: An application to Chinese reading proficiency.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Linking multiple-choice test scores to verbally defined proficiency levels: An application to Chinese reading proficiency./
作者:	Kenyon, Dorry Mann.
面頁冊數:	318 p.
附註:	Adviser: William D. Schafer.
Contained By:	Dissertation Abstracts International56-11A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9607779

Linking multiple-choice test scores to verbally defined proficiency levels: An application to Chinese reading proficiency.
Kenyon, Dorry Mann.

Linking multiple-choice test scores to verbally defined proficiency levels: An application to Chinese reading proficiency. - 318 p.

Adviser: William D. Schafer.

Thesis (Ph.D.)--University of Maryland, College Park, 1995.

This research investigated a method of linking scores on multiple-choice tests to verbally-defined proficiency level descriptions. The four-step methodology is based on an examination of the construct representation (Embretson, 1983) of the test items. The first step is to operationally define the variables underlying the test tasks in terms of the verbally-defined proficiency level descriptions. The second step is to collect scores for each test item on each variable. The third step is to examine the construct representation of the test items through an application of the linear logistic test model (LLTM; Fisher, 1973). The final step is to determine the boundary scores for the verbally-defined proficiency levels in terms of Rasch ability scores on the total test. This step is accomplished by relating the raw scores on the operationalized variables to the Rasch difficulty scores of the items.Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Linking multiple-choice test scores to verbally defined proficiency levels: An application to Chinese reading proficiency.
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100 1 $a Kenyon, Dorry Mann. $3 1025385
245 1 0 $a Linking multiple-choice test scores to verbally defined proficiency levels: An application to Chinese reading proficiency.
300 $a 318 p.
500 $a Adviser: William D. Schafer.
500 $a Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4371.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 1995.
520 $a This research investigated a method of linking scores on multiple-choice tests to verbally-defined proficiency level descriptions. The four-step methodology is based on an examination of the construct representation (Embretson, 1983) of the test items. The first step is to operationally define the variables underlying the test tasks in terms of the verbally-defined proficiency level descriptions. The second step is to collect scores for each test item on each variable. The third step is to examine the construct representation of the test items through an application of the linear logistic test model (LLTM; Fisher, 1973). The final step is to determine the boundary scores for the verbally-defined proficiency levels in terms of Rasch ability scores on the total test. This step is accomplished by relating the raw scores on the operationalized variables to the Rasch difficulty scores of the items.
520 $a The test used in this research was a multiple-choice test of reading proficiency in Chinese. The verbally-defined proficiency levels were the Proficiency Guidelines of the American Council on the Teaching of Foreign Languages (ACTFL, 1986). Variables operationalized in terms of the Guidelines were (a) the level of difficulty of the complete text, (b) the amount of text that must be comprehended to select the correct answer; and, for only that part of the text, the (c) syntax, (d) vocabulary, (e) socio-cultural knowledge requirement, and (f) amount of information requested. Variables related to the multiple-choice format were (a) the degree of correspondence between the foreign language text and the correct option, and (b) the plausibility of the distractors.
520 $a Results indicated that the ACTFL Guidelines could be used to develop scales to operationalize salient variables and that these scales could be applied to test items by trained judges with a high degree of reliability. The ACTFL-salient variables accounted for 40% of the variance in item difficulty, with the level of vocabulary needed to be comprehended the single strongest predictor of item difficulty. The final result was a table to convert scores on the Chinese test to proficiency levels on the ACTFL scale.
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