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Download full textAsquith, Steven – TESL-EJ, 2022
Although an accurate measure of vocabulary size is integral to understanding the proficiency of language learners, the validity of multiple-choice (M/C) vocabulary tests to determine this has been questioned due to users guessing correct answers which inflates scores. In this paper the nature of guessing and partial knowledge used when taking the…
Descriptors: Guessing (Tests), English (Second Language), Second Language Learning, Language Tests
Direct linkYunjiu, Luo; Wei, Wei; Zheng, Ying – SAGE Open, 2022
Artificial intelligence (AI) technologies have the potential to reduce the workload for the second language (L2) teachers and test developers. We propose two AI distractor-generating methods for creating Chinese vocabulary items: semantic similarity and visual similarity. Semantic similarity refers to antonyms and synonyms, while visual similarity…
Descriptors: Chinese, Vocabulary Development, Artificial Intelligence, Undergraduate Students
Lee, Jia-Ying – Taiwan Journal of TESOL, 2018
This article examines the test-taking strategies of high- and low-scoring Chinese-speaking participants when they answer English multiple-choice reading comprehension questions. Thirty-two participants took a TOEIC reading test, provided think-aloud protocols, and joined a post-task interview. The data come primarily from qualitative analysis and…
Descriptors: Foreign Countries, Test Wiseness, English (Second Language), Language Tests
Löwenadler, John – Language Testing, 2019
This study aims to investigate patterns of variation in the interplay of L2 language ability and general reading comprehension skills in L2 reading, by comparing item-level effects of test-takers' results on L1 and L2 reading comprehension tests. The material comes from more than 500,000 people tested on L1 (Swedish) and L2 (English) in the…
Descriptors: Swedish, English (Second Language), Second Language Learning, Second Language Instruction
Martiniello, Maria – Harvard Educational Review, 2008
In this article, Maria Martiniello reports the findings of a study of the linguistic complexity of math word problems that were found to exhibit differential item functioning for English-language learners (ELLs) and non-ELLs taking the Massachusetts Comprehensive Assessment System (MCAS) fourth-grade math test. It builds on prior research showing…
Descriptors: Reading Comprehension, Test Items, Protocol Analysis, Mathematics Tests
Martiniello, Maria – Educational Assessment, 2009
This article examines nonmathematical linguistic complexity as a source of differential item functioning (DIF) in math word problems for English language learners (ELLs). Specifically, this study investigates the relationship between item measures of linguistic complexity, nonlinguistic forms of representation and DIF measures based on item…
Descriptors: Mathematics Tests, Grade 4, Test Bias, Word Problems (Mathematics)
Bailey, Alison L.; Huang, Becky H.; Shin, Hye Won; Farnsworth, Tim; Butler, Frances A. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2007
Within an evidentiary framework for operationally defining academic English language proficiency (AELP), linguistic analyses of standards, classroom discourse, and textbooks have led to specifications for assessment of AELP. The test development process described here is novel due to the emphasis on using linguistic profiles to inform the …
Descriptors: Grade 5, Textbooks, Psychometrics, Profiles
