Building a Validity Argument for the Test of English as a by Carol A. Chapelle, Mary K. Enright, Joan M. Jamieson

By Carol A. Chapelle, Mary K. Enright, Joan M. Jamieson

The try of English as a overseas Language ™ (TOEFL®) is utilized by more
universities around the world than the other try to evaluate English language
proficiency for educational admission and location judgements, and to guide
English language instruction.

This landmark quantity presents an in depth description and research of academic trying out Service’s learn and improvement efforts to increase an important revision of the TOEFL® test. the result's a booklet that serves as a case examine of try out layout drawing upon thought within the complicated area of English language talent whereas trying to meet criteria of academic size.

Building a Validity Argument for the try of English as a overseas Language™ is certain in its try and improve a coherent tale of the reason for a try or its revision, clarify the examine and improvement approach, and supply the result of the validation approach. via its remedy of 1 try out, it expands on and checks rules and ways to academic dimension, delivering an in-depth, built-in point of view at the total strategy of attempt revision. furthermore, as the conceptual beginning and background are awarded along the empirical reports and validity argument, those occasionally disparate components are provided in a fashion that demonstrates their connections – an method which represents a departure from, or extension of, traditional fabrics on try out revision.

This quantity is especially appropriate for pros and graduate scholars in academic dimension, utilized linguistics, and moment language acquisition in addition to somebody attracted to evaluate issues.

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The intermediate conclusion from domain description, the observations of performance on relevant tasks, serves as grounds for evaluation. The evaluation inference is based on the warrant that observations of performance on TOEFL tasks are evaluated to provide observed scores reflective of targeted language abilities. This warrant is based on three assumptions about scoring and conditions of task administration: (a) Rubrics for scoring responses are appropriate for providing evidence of targeted language abilities; (b) task administration conditions are appropriate for providing evidence of targeted language abilities; and (c) the statistical characteristics of items, measures, and test forms are appropriate for norm-referenced interpretations.

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