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Developing a validation process for an adaptive computer-based spoken English language test.

机译：为基于自适应计算机的英语口语测试开发验证过程。

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摘要

This thesis explores the implications for language test validation of developments in language teaching and testing methodology, test validity and computer-based delivery. It identifies a range of features that tests may now exhibit in novel combinations, and concludes that these combinations of factors favour a continuing process of validation for such tests. It proposes such a model designed around a series of cycles drawing on diverse sources of data. The research uses the Five Star test, a private commercial test designed for use in a specific cultural context, as an exemplar of a larger class of tests exhibiting some or all of these features. A range of validation activities on the Five Star test is reported and analysed from two quite different sources, an independent expert panel that scrutinised the test task by task and an analysis of 460 test results using item-response theory (IRT). The validation activities are critically evaluated for the purpose of the model, which is then applied to the Five Star test. A historical overview of language teaching and testing methodology reveals the communicative approach to be the dominant paradigm, but suggests that there is no clear consensus about the key features of this approach or how they combine. It has been applied incompletely to language testing, and important aspects of the approach are identified which remain problematic, especially for the assessment of spoken language. They include the constructs of authenticity, interaction and topicality whose status in the literature is reviewed and determinability in test events discussed. The evolution of validity in the broader field of educational and psychological testing informs the development of validation in language testing and a transition is identified away from validity as a one-time activity attaching to the test instrument towards validation as a continuing process that informs the interpretation of test results. In test delivery, this research reports on the validation issues raised by computer-based adaptive testing, particularly with respect to test instruments such as the Five Star test that combine direct face-to-face interaction with computer-based delivery. In the light of the theoretical issues raised and the application of the model to the Five Star test, some implications of the model for use in other test environments are presented critically and recommendations made for its development.
机译：本文探讨了语言教学和测试方法，测试有效性和基于计算机的交付方面的发展对语言测试验证的意义。它确定了测试现在可以以新颖的组合展示的一系列功能，并得出结论，这些因素的组合有利于此类测试的持续验证过程。它提出了一个围绕一系列周期而设计的模型，该模型利用了各种数据源。该研究使用“五星级”测试，这是一种专用于特定文化背景的私人商业测试，它是展示某些或全部这些功能的更大类测试的典范。从两个截然不同的来源报告并分析了有关五星级测试的一系列验证活动，一个独立的专家小组按任务仔细检查了测试任务，并使用项目响应理论（IRT）分析了460个测试结果。为了模型的目的，对验证活动进行了严格的评估，然后将其应用于五星级测试。历史上对语言教学和测试方法的概述揭示了交际方法是主要的范例，但是表明对于这种方法的关键特征或它们如何结合尚无明确共识。它尚未完全应用于语言测试，并且发现该方法的重要方面仍然存在问题，尤其是在评估口语方面。它们包括真实性，交互性和时事性的结构，这些结构在文献中的地位得到了审查，并在讨论的测试事件中具有确定性。在更广泛的教育和心理测试领域中，有效性的演变为语言测试中的验证提供了依据，并且已确定从一种作为测试工具附带的一次性活动的有效性过渡到一种验证，即作为一种持续的过程，这一过程可以为解释提供依据测试结果。在测试交付中，该研究报告了基于计算机的自适应测试提出的验证问题，特别是针对将直接面对面交互与基于计算机的交付相结合的测试工具（如五星级测试）。鉴于提出的理论问题以及该模型在五星级测试中的应用，对该模型在其他测试环境中使用的一些含义进行了批判性的介绍，并提出了一些建议以供开发。

著录项

  • 作者

    Underhill, Nic.;

  • 作者单位

    Sheffield Hallam University (United Kingdom).;

  • 授予单位 Sheffield Hallam University (United Kingdom).;
  • 学科 Educational tests measurements.;Language arts.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 458 p.
  • 总页数 458
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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