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How Do Young Students with Different Profiles of Reading Skill Mastery, Perceived Ability, and Goal Orientation Respond to Holistic Diagnostic Feedback?
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Jang, Eunice Eunhee; Dunlop, Maggie; Park, Gina; van der Boom, Edith H. – Language Testing, 2015
One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed methods research examined how holistic diagnostic feedback (HDF) is processed by young learners with different profiles of reading skills, goal…
Descriptors: Reading Skills, Mastery Learning, Reading Ability, Goal Orientation
ESL/EFL Instructors' Classroom Assessment Practices: Purposes, Methods, and Procedures
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Cheng, Liying; Rogers, Todd; Hu, Huiqin – Language Testing, 2004
Student assessment plays a central and important role in teaching and learning. Teachers devote a large part of their preparation time to creating instruments and observation procedures, marking, recording, and synthesizing results in informal and formal reports in their daily teaching. A number of studies of the assessment practices used by…
Descriptors: Foreign Countries, Student Evaluation, Evaluation Methods, English (Second Language)
The Challenges of the Ontario Secondary School Literacy Test for Second Language Students
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Cheng, Liying; Klinger, Don A.; Zheng, Ying – Language Testing, 2007
Results from the Ontario Secondary School Literacy Test (OSSLT) indicate that English as a Second Language (ESL) and English Literacy Development (ELD) students have comparatively low success and high deferral rates. This study examined the 2002 and 2003 OSSLT test performances of ESL/ELD and non-ESL/ELD students in order to identify and…
Descriptors: Foreign Countries, Reading Skills, Writing Skills, Literacy
How Assessing Reading Comprehension with Multiple-Choice Questions Shapes the Construct: A Cognitive Processing Perspective
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Rupp, Andre A.; Ferne, Tracy; Choi, Hyeran – Language Testing, 2006
This article provides renewed converging empirical evidence for the hypothesis that asking test-takers to respond to text passages with multiple-choice questions induces response processes that are strikingly different from those that respondents would draw on when reading in non-testing contexts. Moreover, the article shows that the construct of…
Descriptors: Foreign Countries, Language Tests, Reading Comprehension, Evaluation Methods