Detecting gender-biased items in a high-stakes language proficiency test: using Rasch model measurement

2021 ◽  
Vol 5 (3) ◽  
pp. 277
Author(s):  
Soodeh Bordbar ◽  
Seyyed Mohammad Alavi
Keyword(s):  
Language Proficiency ◽  
Rasch Model ◽  
Proficiency Test ◽  
High Stakes ◽  
Language Proficiency Test ◽  
Model Measurement

scholarly journals Ensikielen tunnistamisen merkityksestä suullisen kielitaidon arvioinnissa Yleisissä kielitutkinnoissa

2020 ◽  
pp. 56-70
Author(s):  
Mia Halonen ◽  
Ari Huhta ◽  
Sari Ahola ◽  
Tuija Hirvelä ◽  
Reeta Neittaanmäki ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Proficiency Test ◽  
Language Attitudes ◽  
Language Assessment ◽  
Test System ◽  
Current Paper ◽  
High Stakes ◽  
Speaking Test ◽  
Multidisciplinary Study ◽  
Language Proficiency Test

In this paper, we present a multidisciplinary study addressing fairness in the speaking test in a high-stakes language proficiency test in Finnish, National Certificates of Language Proficiency. The background of the research lies in studies on language assessment and (reversal) linguistic stereotyping and language attitudes. The focus L1 groups were Thai, Estonian, Finland Swedish, Arabic and Russian. Altogether 49 speech samples of test takers of these L1s were rated on a digital platform by 44 raters of the test system. The current paper reports on the sub-study that investigated whether the raters’ recognition of the test takers’ L1 affected their ratings and whether the effect differed across various assessment criteria.

scholarly journals Can Exams Change How and What Learners Learn? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context

2019 ◽  
Vol 10 (1) ◽  
pp. 177
Author(s):  
Asli Lidice Gokturk Saglam ◽  
Hossein Farhady
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Language Instruction ◽  
English Language Proficiency ◽  
Repeated Measure ◽  
High Stakes ◽  
Language Proficiency Test ◽  
Group Interviews ◽  
Listening Task

This article reports on a mixed-method study that examined the washback of a local integrated theme-based high-stakes English language proficiency test that is used in a university English for Academic Purposes (EAP) program in Turkey. The assumption behind employing an integrated theme-based test, which resembles authentic language use, was that it would bring about a positive washback on learning (Leki, Cumming & Silva, 2008: Leki & Carson 1997). The data were collected from both focus-group interviews after the instruction and pre- and post- proficiency test scores of 147 EFL students in the Preparatory English Language Program (PEP). Test of Readiness for Academic English (TRACE) was administered at the beginning and at the end of a 4-month English language instruction period. Repeated measure ANOVA and inductive analysis of the transcribed interview data were used for analyzing quantitative and qualitative data respectively. The findings indicated that the test had both positive and negative washback on the learning. Most students considered that using source-based information and their notes taken during the listening task into their writing raised their awareness in terms of generating, organizing and linking ideas as well as modelling vocabulary and sentence structures. However, the test also exerted negative washback upon learning since students were inclined to prioritize test-oriented practice. The implications of the study suggest that a theme-based integrated proficiency exam may elicit positive washback on learning that could be used for validity evidence in EAP contexts and lead to more appropriate language assessment. The procedures are detailed, the findings are presented and discussed, the applications and implications for teachers and test designers are explained, and some suggestions are made for further research.

KEMAMPUAN GURU BAHASA INDONESIA DALAM MENYELESAIKAN SOAL UKBI DI PEKANBARU

2017 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Elvina Syahrir
Keyword(s):  
High School ◽  
Elementary School ◽  
Language Proficiency ◽  
Junior High School ◽  
Proficiency Test ◽  
Senior High School ◽  
Language Teachers ◽  
National Examination ◽  
Language Proficiency Test ◽  
Bahasa Indonesia

This study was motivated by the low score of the students‘ Indonesian language in national examination that were certainly correlated with the Indonesian language teachers‘ competences. The Indonesian language techers‘ competences can be observed in doing the Indonesian language proficiency test. This study was aimed to determine the Indonesian language teachers‘ capabilities indoing UKBI and to describe about it. The data obtained describe that the Indonesian language teachers of Senior High School (SMA) have the highest scores, then the Indonesian language teachers of Junior High School (SMP), and the last ones were the teachers of elementary school (SD). Moreover, among the Indonesian language techers‘ capabilities of SMA, SMP, and SD in doing UKBI have not shown the significant differences.AbstrakPenelitian ini dilatarbelakangi oleh rendahnya nilai Ujian Nasional (UN) bahasa Indonesia siswa yang tentunya berkorelasi dengan kompetensi guru bahasa Indonesianya. Kompetensi guru bahasa Indonesia dapat terlihat dari Uji Kemahiran Berbahasa Indonesia (UKBI). Penelitian ini bertujuan untuk mengetahui kemampuan guru bahasa dan sastra Indonesia di Pekanbaru dalam menyelesaikan soal UKBI dan untuk mendeskripsikan kemampuan guru dalam menyelesaikan soal UKBI. Dari penganalisisan data diperoleh temuan bahwa nilai rerata UKBI guru SMA memperoleh skor paling tinggi, nilai rerata UKBI guru SMP memperoleh skor sedang, sedangkan nilai rerata UKBI guru SD memperoleh skor paling rendah. Akan tetapi, kemampuan guru bahasa dan sastra Indonesia dari ketiga tingkatan sekolah tersebut (SMA, SMP, SD) dalam menyelesaikan soal UKBI tidak menunjukkan perbedaan yang berarti (tidak signifikan) pada taraf kepercayaan 5 %, hal ini terlihat dari nilai Fhitung lebih kecil dari Ftabel (Fhitung = 0,11 < Ftabel = 4,35)

Korelasi antara Kecerdasan Emosional dan Gaya Belajar terhadap Prestasi Akademik Bahasa Inggris Taruna

2018 ◽  
Vol 1 (1) ◽  
pp. 59-68
Author(s):  
Ahmad Rossydi ◽  
Bayu Purbo Wartoyo
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
English Language Proficiency ◽  
Civil Aviation ◽  
Language Proficiency Test

Bagi seorang ATC penguasaan bahasa Inggris adalah hal yang sangat berperan terhadap pekerjaannya. Sebelum menjadi seorang ATC, calon ATC harus mengikuti tes kecakapan berbahasa Inggris (ICAO English Language Proficiency Test) dan diwajibkan memperoleh level yang telah ditentukan oleh International Civil Aviation Organisatiton (ICAO), yaitu organisasi internasional yang mengatur penerbangan di dunia. Level yang ditentukan untuk seorang ATC sesuai dengan Annex 1 tentang Personnel Licensing yang menyatakan bahwa level minimum untuk persyaratan menjadi seorang ATC adalah level 4. Dalam penelitian ini, penulis membagi menjadi enam bagian, yaitu metode dan desain penelitian, populasi dan sampel, instrument penelitian, prosesedur pengumpulan data, dan teknik analisa data. Metode yang digunakan dalam penelitian ini adalah korelasi. Korelasi antara kecerdasan emosi, gaya belajar, dan prestasi akademik bahasa Inggris taruna tingkat III ATKP Makassar. Tujuan Penelitian ini adalah untuk Memberikan informasi deskriptif tentang korelasi antara kecerdasan emosional, gaya belajar terhadap prestasi akademik bahasa Inggris, taruna tingkat III ATKP Makassar.  Hasil penelitian diperoleh hasil yang signifikan antara antara kecerdasan emosional, gaya belajar terhadap prestasi akademik bahasa Inggris, taruna tingkat III ATKP Makassar.

scholarly journals Japanese Language and "Characters": From the Perspective of Teaching Japanese as a Foreign Language

2015 ◽  
Vol 5 (2) ◽  
pp. 61-68
Author(s):  
Yukiko SHUKURI
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Native Speakers ◽  
Japanese Language ◽  
Current Status ◽  
Test Results ◽  
Textbook Research ◽  
Language Proficiency Test

This paper introduces current status of "role language" and the "speaker's character" and their applications in Japanese teaching materials. Besides it studies the knowledge of Russian learners of Japanese and carefully examines their knowledge of four typical kinds of "role language" in Japanese anime and manga by using a questionnaire and follow-up interviews. From the results of the textbook research, the following two things are revealed; (a) first person pronouns except for watashi are rarely used, (b) there is not enough explanations about different "speaker's characters" in detail. Furthermore, findings of the questionnaire show that some of the learners who have the same impression of the characters as Japanese native speakers, wrongly connect a certain "role language" to illustrations of a character, and results of as much as three kinds of "role language" have a low positive correlation with the learners' results of the Japanese Language Proficiency Test. Results also reveal that all four kinds of "role language" have no correlation with other factors, such as student's duration of learning Japanese, or frequency of the use of Japanese outside the classroom.

scholarly journals An Indonesian EFL Student’s Perception and Experiences in repeating English Language Proficiency Test

2021 ◽  
Vol 4 (2) ◽  
pp. 1724-1729
Author(s):  
Wolter Parlindungan Silalahi ◽  
Friska Ria Sitorus
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Standardized Test ◽  
Positive Impact ◽  
Failure Process ◽  
Study Participant ◽  
Phenomenological Approach ◽  
English Language Proficiency ◽  
Language Proficiency Test

This work aims to investigate an Indonesian EFL student’s perceptions and experiences in repeatedly doing standardized English language proficiency test: TOEIC (Test of English for International Communication) and TOEFL (Test of English as a Foreign Language). This standardized test has a significant role in the academic and professional lives of students (Anam, 2019); it contributes positively to students’ language proficiency and their future employment if they have higer and valid score in the test (Hsieh, 2017). This present study interviewed an Indonesian EFL student at a National University in Taiwan running an international program. The study participant passed the exam, but she did it repeatedly before she could pass it. This study used a qualitative phenomenological approach with an in-depth interview. The relevant findings illustrate that the participant reveals the reasons for failing the test: lack of self-awareness, lack of self-confidence, and the distance of the test venue from her dormitory. On the contrary, she passed the test by doing online simulation exam individually and modifying her study skills while preparing for the test. The failure process had a positive impact on her in making her to know her ability.

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