Journal ArticleDOI
A comparison of reliability and precision of subscore reporting methods for a state English language proficiency assessment
Tanya Longabach,Vicki Peyton +1 more
TLDR
K-12 English language proficiency tests that assess multiple content domains (e.g., listening, speaking, reading, writing) often have subsections based on these content domains; scores assigned to...Abstract:
K–12 English language proficiency tests that assess multiple content domains (e.g., listening, speaking, reading, writing) often have subsections based on these content domains; scores assigned to ...read more
Citations
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Assessing Young Language Learners
TL;DR: The assessing young language learners is universally compatible with any devices to read, and is available in the digital library an online access to it is set as public so you can get it instantly.
Journal ArticleDOI
A systematic review of item response theory in language assessment: Implications for the dimensionality of language ability
Shangchao Min,Vahid Aryadoust +1 more
TL;DR: This paper conducted a systematic review of the item response theory literature in language assessment to investigate the conceptualization and operationalization of the dimensionality of language ability, and found that exploratory factor analysis was the primary method of dimensionality analysis in papers that had applied unidimensional IRT models, whereas the comparison modeling approach was dominant in the multidimensional framework.
Journal ArticleDOI
Evaluating subscore uses across multiple levels: A case of reading and listening subscores for young EFL learners:
Ikkyu Choi,Spiros Papageorgiou +1 more
TL;DR: This article argued that reporting a subscore is not always justified, and that the subscore should provide reliable and distinct information to be worth repurchasing, and not just to report a score.
Journal ArticleDOI
The Reliability and Validity of Language Proficiency Assessments for English Language Learners
TL;DR: In this article, the validity and reliability of these English language proficiency assessments for English language learners in early-exit TBE programs in elementary schools was investigated. But the validity of these assessments was not evaluated.
References
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BookDOI
The Connections between Language and Reading Disabilities
Hugh W. Catts,Alan G. Kamhi +1 more
TL;DR: G.R. Lyon as discussed by the authors discusses the relationship between language and reading in children with dyslexia and their ability to read, and finds beauty in the Ugly Facts about reading comprehension.
The council of chief state school officers
T. Kenneth James,Rick Melmer +1 more
TL;DR: The Council of Chief State School Officers (CCSSO) as mentioned in this paper developed a system of state-by-state indicators of the condition of K-12 education, which includes collecting and reporting statistical indicators by state, tracking state policy changes, assisting with accountability systems, and conducting analyses of trends in education.
Journal ArticleDOI
Some reflections on task-based language performance assessment
TL;DR: The authors argue that the evidence of content relevance and representativeness that is required to support the use of test scores for prediction is extremely difficult to provide, both in the way tasks are described and in current measurement models.
Developmental Changes in Reading and Reading Disabilities
TL;DR: In this article, the authors present the results of a longitudinal investigation that demonstrates the developmental changes in the component processes of reading, and discuss the implications of these changes for the identification and remediation of children with reading disabilities.
Book
Assessing Young Language Learners
TL;DR: The assessment approach is task-based and is centred around tasks and techniques suitable for young learners, with particular emphasis on classroom assessment, as well as large-scale testing of young learners as mentioned in this paper.