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Daller, Michael; Müller, Amanda; Wang-Taylor, Yixin – International Journal of Bilingual Education and Bilingualism, 2021
The present article gives an overview of several studies on the predictive validity of the C-test. In the first part of the article, we discuss the construct validity of this test format. Only if the underlying construct of this test is understood, can a justification for high predictive validity be made. In the second part, we discuss several…
Descriptors: Predictive Validity, Academic Achievement, Foreign Students, Graduate Students
Yanagisawa, Akifumi; Webb, Stuart – Language Learning, 2021
The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH…
Descriptors: Linguistic Theory, Vocabulary Development, Second Language Learning, Second Language Instruction
Karakolidis, Anastasios; O'Leary, Michael; Scully, Darina – International Journal of Testing, 2021
The linguistic complexity of many text-based tests can be a source of construct-irrelevant variance, as test-takers' performance may be affected by factors that are beyond the focus of the assessment itself, such as reading comprehension skills. This experimental study examined the extent to which the use of animated videos, as opposed to written…
Descriptors: Animation, Vignettes, Video Technology, Test Format
Al Habbash, Maha; Alsheikh, Negmeldin; Liu, Xu; Al Mohammedi, Najah; Al Othali, Safa; Ismail, Sadiq Abdulwahed – International Journal of Instruction, 2021
This convergent mixed method study aimed at exploring the English context of the widely used Emirates Standardized Test (EmSAT) by juxtaposing it to its sequel, the International English Language Testing System (IELTS). For this purpose, the study used the Common European Framework of Reference (CEFR) international standards which is used as a…
Descriptors: Language Tests, English (Second Language), Second Language Learning, Guidelines
Wang, Shichao; Li, Dongmei; Steedle, Jeffrey – ACT, Inc., 2021
Speeded tests set time limits so that few examinees can reach all items, and power tests allow most test-takers sufficient time to attempt all items. Educational achievement tests are sometimes described as "timed power tests" because the amount of time provided is intended to allow nearly all students to complete the test, yet this…
Descriptors: Timed Tests, Test Items, Achievement Tests, Testing
Wang, Zuowei; O'Reilly, Tenaha; Sabatini, John; McCarthy, Kathryn S.; McNamara, Danielle S. – Grantee Submission, 2021
We compared high school students' performance in a traditional comprehension assessment requiring them to identify key information and draw inferences from single texts, and a scenario-based assessment (SBA) requiring them to integrate, evaluate and apply information across multiple sources. Both assessments focused on a non-academic topic.…
Descriptors: Comparative Analysis, High School Students, Inferences, Reading Tests
Koizumi, Rie; Agawa, Toshie; Asano, Keiko; In'nami, Yo – Language Testing in Asia, 2022
Background: Variations in the skill profiles of learners have become an important research area in recent years. However, there is a lack of empirical research on this topic in Japan. We conducted three studies to address this gap. Methods: Study 1 investigated the characteristics of the flat and uneven skill profiles of Japanese learners of…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
In'nami, Yo; Koizumi, Rie – International Journal of Listening, 2022
To better understand the relationship between second-language (L2) listening comprehension and metacognitive awareness, we examined the moderating effects of listening tests and learner samples while focusing on aspects of metacognitive awareness. Students of English-as-a-foreign-language at a Japanese university (n = 75; the 2019 cohort) took the…
Descriptors: Metacognition, Second Language Learning, Second Language Instruction, English (Second Language)
Braun, Henry – British Journal of Educational Psychology, 2019
Background: There is unrealized potential in higher education for greater use of performance assessment, particularly in support of teaching and learning: Well-designed performance tasks can elicit evidence regarding what students know and can do with respect to complex learning objectives. At the same time, there is some pressure, at least in the…
Descriptors: Performance Based Assessment, Higher Education, Test Format, Standardized Tests
Kroehne, Ulf; Buerger, Sarah; Hahnel, Carolin; Goldhammer, Frank – Educational Measurement: Issues and Practice, 2019
For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper-based assessment (PBA). In the 2015 cycle, computer-based assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an…
Descriptors: Reading Comprehension, Computer Assisted Testing, Achievement Tests, Foreign Countries
Ackermann, Nicole; Siegfried, Christin – Citizenship, Social and Economics Education, 2019
Studies indicate that male students outperform female students in economic literacy and that a specific item format (selected-response, constructed-response) favours either males or females. This study analyses the relationship between item format and gender in economic-civic competence using the WBK-T2 test ("revidierter Test zur…
Descriptors: Foreign Countries, Test Format, Economics, Knowledge Level
Raymond, Mark R.; Stevens, Craig; Bucak, S. Deniz – Advances in Health Sciences Education, 2019
Research suggests that the three-option format is optimal for multiple choice questions (MCQs). This conclusion is supported by numerous studies showing that most distractors (i.e., incorrect answers) are selected by so few examinees that they are essentially nonfunctional. However, nearly all studies have defined a distractor as nonfunctional if…
Descriptors: Multiple Choice Tests, Credentials, Test Format, Test Items
Nirode, Wayne – Mathematics Teacher, 2019
To address student misconceptions and promote student learning, use discussion questions as an alternative to reviewing assessments. This article describes how using discussion questions as an alternative to going over the test can address student misconceptions and can promote student learning.
Descriptors: Mathematics Instruction, Misconceptions, Mathematics Teachers, Grading
Hafiz, Labeeba; Rahman, Md. Mehadi – Online Submission, 2019
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test…
Descriptors: Secondary School Students, Exit Examinations, Foreign Countries, Global Education
Oducado, Ryan Michael F. – Online Submission, 2019
Background: Assessing the academic performance of students is imperative for nursing educators. While it is commonly accepted that performance in quizzes is linked with final examination performance, little published empirical data is available among nursing student samples. Purpose: The purpose of this study was to determine the relationship…
Descriptors: Nursing Students, Performance Factors, Academic Achievement, Correlation