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Download full textConiam, David; Lee, Tony; Lampropoulou, Leda – English Language Teaching, 2021
This article explores the issue of identifying guessers -- with a specific focus on multiple-choice tests. Guessing has long been considered a problem due to the fact that it compromises validity. A test taker scoring higher than they should through guessing does not provide a picture of their actual ability. After an initial description of issues…
Descriptors: Language Tests, Guessing (Tests), English (Second Language), Second Language Learning
Direct linkHooft, Hannelore; Schiepers, Mariet; Vandommele, Goedele – Language Assessment Quarterly, 2021
Many migrants have had few opportunities to develop functional literacy skills, even in their L1. Even so, migration and integration policies in Western host societies often assume literacy skills and fail to consider accommodations for low-literate migrants. Valid, reliable instruments to identify low-literate migrants and policy-oriented…
Descriptors: Multilingualism, Language Tests, Immigrants, Native Language
MacFarlane, Marco; Barr, Christopher; Uccelli, Paola – Language Learning Journal, 2022
Recently a novel instrument -- the Core Academic Language Instrument (CALS-I) -- aimed at testing a constellation of school-relevant English language skills was developed and validated for use in the United States (Uccelli, Barr, Dobbs, Galloway, Meneses and Sánchez, 2015. Core Academic Language Skills: An expanded operational construct and a…
Descriptors: Construct Validity, Measures (Individuals), Academic Language, Foreign Countries
Guiberson, Mark – Language Testing, 2019
This study will demonstrate that group differences on a morphosyntactic measure used for the identification of specific language impairment (SLI) do not guarantee validity for diagnosis and tracking, and will exemplify this with a case study of the Spanish version of the "Clinical Evaluation of Preschool Language-2 Estructura de…
Descriptors: Test Validity, Content Validity, Language Impairments, Morphology (Languages)
Florez, Ida Rose – Language Policy, 2012
The Arizona English Language Learners Assessment (AZELLA) is used by the Arizona Department of Education to determine which children should receive English support services. AZELLA results are used to determine if children are either proficient in English or have English language skills in one of four non-proficient categories (pre-emergent,…
Descriptors: Expertise, Test Validity, Second Language Learning, Cutting Scores
Peer reviewedSemel, Eleanor M.; Wiig, Elisabeth H. – Journal of Learning Disabilities, 1975
Descriptors: Exceptional Child Research, Expressive Language, Identification, Language Handicaps
Tryjankowski, Elaine M. – 1986
This study investigated the construct validity of five perceptual traits (auditory discrimination, visual discrimination, visual memory, visual-motor coordination, and auditory to visual-motor coordination) with five simulated work samples (union assembly, resistor reading, budgette assembly, lock assembly, and nail and screw sort) from the Jewish…
Descriptors: Adolescents, Auditory Perception, Diagnostic Tests, Identification
