scholarly journals …And back to Multiple Choice! Large-scale Testing of Proficiency in English: an experience

2017 ◽  
Author(s):  
Irina Argüelles Álvarez ◽  
Iciar De Pablo Lerchundi
Keyword(s):  
Pilot Study ◽  
Large Scale ◽  
Multiple Choice ◽  
Reliability And Validity ◽  
Research Process ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Large Scale Testing ◽  
The Common

Abstract: The aim of this paper is to demonstrate the validity of a specifi c multiple choice test to situate a student above or below a B2 profi ciency level according to the Common European Framework of Reference for Languages (CEFRL). The research process and the results, not the product, are the focus of this work. After carrying out a pilot study of the test with 214 students, results regarding its reliability and validity are statistically analyzed and explained in detail. It is demonstrated that a properly designed multiple choice test can discriminate whether or not a student has reached the required B2 level according to the CEFRL. Resumen: El objetivo de este trabajo es demostrar la validez de un test del tipo “opción múltiple” para situar a un estudiante por encima o por debajo de un nivel de competencia B2 según el Marco Común Europeo de Referencia para las Lenguas (MCERL). El proceso y los resultados más que el producto fi nal son el centro de este artículo. Tras un estudio piloto con 214 estudiantes, los resultados relativos a su validez y fi abilidad se analizan y se explican en detalle. Se concluye que una prueba de elección múltiple correctamente diseñada puede discriminar si un estudiante ha alcanzado o no el nivel B2 según el MCERL.

Mathematics Performance Assessment: Technical Quality and Diverse Student Impact

1993 ◽  
Vol 24 (3) ◽  
pp. 190-216
Author(s):  
Gail P. Baxter ◽  
Richard J. Shavelson ◽  
Sally J. Herman ◽  
Katharine A. Brown ◽  
James R. Valadez
Keyword(s):  
Mathematics Achievement ◽  
Large Scale ◽  
Multiple Choice ◽  
Reliability And Validity ◽  
Performance Assessments ◽  
Choice Test ◽  
Achievement Data ◽  
Hands On ◽  
The Difference ◽  
Traditional Curricula

Reform in mathematics education calls for a closer tie between instruction and assessment. This study developed performance assessments from hands-on instructional activities and examined their reliability and validity for obtaining individual achievement data in large-scale surveys. The major source of unreliability was the tasks, not the raters. Many tasks are needed to get a dependable measure of a student's mathematics achievement. With respect to validity, results suggested that the performance assessments measure different aspects of mathematics achievement than do traditional multiple-choice tests. Moreover, the performance assessments, but not the multiple-choice test, distinguished the performance of students in hands-on and traditional curricula with the former scoring higher, on average, than the latter. Ethnic group comparisons indicated that Anglos scored higher, on average, than Latinos on all achievement measures. The magnitude of the difference varied by the curricular experience of the student. For students in traditional curricula, qualitative analysis indicates that Anglo and Latino students approached the problems similarly, made the same types of errors, and employed the same strategies in solving the mathematics problems.

Large Scale Rorschach Techniques; A Manual for the Group Rorschach and Multiple Choice Test

1945 ◽  
Vol 58 (3) ◽  
pp. 410
Author(s):  
Donald E. Super ◽  
M. R. Harrower-Erickson ◽  
M. E. Steiner
Keyword(s):  
Large Scale ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test
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