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Analysis of IELTS and TOEFL Reading and Listening Tests in Terms of Revised Bloom's Taxonomy

Peer reviewed

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Baghaei, Samira; Bagheri, Mohammad Sadegh; Yamini, Mortaza – Cogent Education, 2020

The main purpose of this quantitative-qualitative content analysis study was to compare IELTS and TOEFL listening and reading tests based on the representation of the learning objectives of Revised Bloom's taxonomy. To this end, 12 Academic IELTS listening and reading tests and 12 TOEFL iBT listening and reading tests were analyzed qualitatively…

Descriptors: Second Language Learning, English (Second Language), Language Tests, Reading Tests

Q-Matrix Construction: Defining the Link between Constructs and Test Items in Large-Scale Reading and Listening Comprehension Assessments

Peer reviewed

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Sawaki, Yasuyo; Kim, Hae-Jin; Gentile, Claudia – Language Assessment Quarterly, 2009

In cognitive diagnosis a Q-matrix (Tatsuoka, 1983, 1990), which is an incidence matrix that defines the relationships between test items and constructs of interest, has great impact on the nature of performance feedback that can be provided to score users. The purpose of the present study was to identify meaningful skill coding categories that…

Descriptors: Feedback (Response), Test Items, Test Content, Identification