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Test of English as a Foreign…13
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Showing all 13 results Save | Export
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Eberharter, Kathrin; Kormos, Judit; Guggenbichler, Elisa; Ebner, Viktoria S.; Suzuki, Shungo; Moser-Frötscher, Doris; Konrad, Eva; Kremmel, Benjamin – Language Testing, 2023
In online environments, listening involves being able to pause or replay the recording as needed. Previous research indicates that control over the listening input could improve the measurement accuracy of listening assessment. Self-pacing also supports the second language (L2) comprehension processes of test-takers with specific learning…
Descriptors: Literacy, Native Language, Second Language Learning, Second Language Instruction
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Toroujeni, Seyyed Morteza Hashemi – Education and Information Technologies, 2022
Score interchangeability of Computerized Fixed-Length Linear Testing (henceforth CFLT) and Paper-and-Pencil-Based Testing (henceforth PPBT) has become a controversial issue over the last decade when technology has meaningfully restructured methods of the educational assessment. Given this controversy, various testing guidelines published on…
Descriptors: Computer Assisted Testing, Reading Tests, Reading Comprehension, Scoring
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Yeager, Rebecca; Meyer, Zachary – International Journal of Listening, 2022
This study investigates the effects of adding stem preview to an English for Academic Purposes (EAP) multiple-choice listening assessment. In stem preview, listeners may view the item stems, but not response options, before listening. Previous research indicates that adding preview to an exam typically decreases difficulty, but raises concerns…
Descriptors: English for Academic Purposes, Second Language Learning, Second Language Instruction, Teaching Methods
Edward Paul Getman – Online Submission, 2020
Despite calls for engaging assessments targeting young language learners (YLLs) between 8 and 13 years old, what makes assessment tasks engaging and how such task characteristics affect measurement quality have not been well studied empirically. Furthermore, there has been a dearth of validity research about technology-enhanced speaking tests for…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Learner Engagement
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Tsopanoglou, Antonios; Ypsilandis, George S.; Mouti, Anna – Language Learning in Higher Education, 2014
Multiple-choice (MC) tests are frequently used to measure language competence because they are quick, economical and straightforward to score. While degrees of correctness have been investigated for partially correct responses in combined-response MC tests, degrees of incorrectness in distractors and the role they play in determining the…
Descriptors: Scoring, Pilot Projects, Multiple Choice Tests, Language Tests
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Qian, David D. – Language Assessment Quarterly, 2008
In the last 15 years or so, language testing practitioners have increasingly favored assessing vocabulary in context. The discrete-point vocabulary measure used in the old version of the Test of English as a Foreign Language (TOEFL) has long been criticized for encouraging test candidates to memorize wordlists out of context although test items…
Descriptors: Predictive Validity, Context Effect, Vocabulary, English (Second Language)
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Wainer, Howard; Lukhele, Robert – Educational and Psychological Measurement, 1997
The reliability of scores from four forms of the Test of English as a Foreign Language (TOEFL) was estimated using a hybrid item response theory model. It was found that there was very little difference between overall reliability when the testlet items were assumed to be independent and when their dependence was modeled. (Author/SLD)
Descriptors: English (Second Language), Item Response Theory, Scores, Second Language Learning
Freedle, Roy; Kostin, Irene – 1993
Prediction of the difficulty (equated delta) of a large sample (n=213) of reading comprehension items from the Test of English as a Foreign Language (TOEFL) was studied using main idea, inference, and supporting statement items. A related purpose was to examine whether text and text-related variables play a significant role in predicting item…
Descriptors: Construct Validity, Difficulty Level, Multiple Choice Tests, Prediction
Nissan, Susan; And Others – 1996
One of the item types in the Listening Comprehension section of the Test of English as a Foreign Language (TOEFL) test is the dialogue. Because the dialogue item pool needs to have an appropriate balance of items at a range of difficulty levels, test developers have examined items at various difficulty levels in an attempt to identify their…
Descriptors: Classification, Dialogs (Language), Difficulty Level, English (Second Language)
Henning, Grant – 1991
In order to evaluate the Test of English as a Foreign Language (TOEFL) vocabulary item format and to determine the effectiveness of alternative vocabulary test items, this study investigated the functioning of eight different multiple-choice formats that differed with regard to: (1) length and inference-generating quality of the stem; (2) the…
Descriptors: Adults, Context Effect, Difficulty Level, English (Second Language)
Way, Walter D.; And Others – 1992
This study provided an exploratory investigation of item features that might contribute to a lack of invariance of item parameters for the Test of English as a Foreign Language (TOEFL). Data came from seven forms of the TOEFL administered in 1989. Subjective and quantitative measures developed for the study provided consistent information related…
Descriptors: Ability, English (Second Language), Goodness of Fit, Item Response Theory
Stansfield, Charles W. – 1986
A history of the Test of Written English (TWE), a section of the Test of English as a Foreign Language (TOEFL), describes its inception and development process. The new test is a thirty-minute essay test providing a measure of a non-native English-speaker's ability to perform academic writing tasks similar to those required of international…
Descriptors: Educational History, English (Second Language), Essay Tests, Foreign Students
Henning, Grant – 1993
This study provides information about the total and component scores of the Test of English as a Foreign Language (TOEFL). First, the study provides comparative global and component estimates of test-retest, alternate-form, and internal-consistency reliability, controlling for sources of measurement error inherent in the examinees and the testing…
Descriptors: Difficulty Level, English (Second Language), Error of Measurement, Estimation (Mathematics)