Alternative interpretation of bi-level language proficiency test scores for listening and reading comprehension

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60162694%3AG38__%2F26%3A00564639" target="_blank" >RIV/60162694:G38__/26:00564639 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.muni.cz/casalc-review/index" target="_blank" >https://journals.muni.cz/casalc-review/index</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/CASALC2025-1-3" target="_blank" >10.5817/CASALC2025-1-3</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Alternative interpretation of bi-level language proficiency test scores for listening and reading comprehension

Popis výsledku v původním jazyce

The aim of this study was to take an alternative look at the language assessment of the listening and reading comprehension with the intention to provide language teachers at the authors’ institution with more valid and reliable feedback on their instruction. To achieve this, an alternative approach to the interpretation of test scores obtained from bi-level language proficiency tests assessing the listening and reading comprehension at the authors’ institution was analysed. This alternative approach was proposed by the authors for comparison with the currently used approach to test score interpretation at their institution. The intention of the proposed alternative approach was to increase the validity of the proficiency levels obtained based on listening and reading comprehension test scores. In this alternative approach, the authors attempted to eliminate the guessing factor employed by test takers which may negatively affect valid assessment of their listening and reading comprehension. To compare the alternative and the current approaches to the interpretation of test scores, proficiency levels of receptive skills (listening and reading) and productive skills (speaking and writing) were correlated with the assumption that the test score interpretation approach showing higher correlation is more valid. The rationale for this correlation was the fact that the authors considered proficiency levels of productive skills valid and reliable due to the manner in which they are tested at their institution and due to the fact that the proficiency levels of productive skills cannot be distorted by test takers’ guessing.

Název v anglickém jazyce

Alternative interpretation of bi-level language proficiency test scores for listening and reading comprehension

Popis výsledku anglicky

The aim of this study was to take an alternative look at the language assessment of the listening and reading comprehension with the intention to provide language teachers at the authors’ institution with more valid and reliable feedback on their instruction. To achieve this, an alternative approach to the interpretation of test scores obtained from bi-level language proficiency tests assessing the listening and reading comprehension at the authors’ institution was analysed. This alternative approach was proposed by the authors for comparison with the currently used approach to test score interpretation at their institution. The intention of the proposed alternative approach was to increase the validity of the proficiency levels obtained based on listening and reading comprehension test scores. In this alternative approach, the authors attempted to eliminate the guessing factor employed by test takers which may negatively affect valid assessment of their listening and reading comprehension. To compare the alternative and the current approaches to the interpretation of test scores, proficiency levels of receptive skills (listening and reading) and productive skills (speaking and writing) were correlated with the assumption that the test score interpretation approach showing higher correlation is more valid. The rationale for this correlation was the fact that the authors considered proficiency levels of productive skills valid and reliable due to the manner in which they are tested at their institution and due to the fact that the proficiency levels of productive skills cannot be distorted by test takers’ guessing.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

60203 - Linguistics

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

CASALC Review

ISSN

1804-9435

e-ISSN

2694-9288

Svazek periodika

15

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

23

Strana od-do

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Kód UT WoS článku

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EID výsledku v databázi Scopus

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