scholarly journals The Development of STEP, the CEFR-Based English Proficiency Test

2021 ◽  
Vol 14 (7) ◽  
pp. 95
Author(s):  
Kietnawin Sridhanyarat ◽  
Supakarn Pathong ◽  
Todsapon Suranakkharin ◽  
Amornrat Ammaralikit
Keyword(s):  
English Language ◽  
English Proficiency ◽  
Statistical Significance ◽  
Test Construction ◽  
Proficiency Tests ◽  
Validity And Reliability ◽  
Test Items ◽  
Test Specification ◽  
Content Specialists ◽  
Reference Document

This study aimed at developing the Silpakorn Test of English Proficiency (STEP), in alignment with the Common European Framework of Reference for Languages (CEFR), and in accordance with the theoretical framework established by Alderson et al. (2006). Four major steps were involved in the test construction. First, English language lecturers who served as content specialists were asked to design can-do statements presented in the CEFR. Then the specialists designed the test specification based on the can-do statements. Four skill areas: listening, semi-speaking, reading, and semi-writing were targeted as the test construct. At this juncture, the content specialists were required to write test items in accordance with the test specification. Next, the test items constructed were determined for their validity and reliability. Finally, a standard setting was carried out. The results demonstrated that the framework offered by Alderson et al. (2006) served as an effective reference document for developing the STEP. In terms of validity and reliability, the STEP was of statistical significance, that is, it could be aligned with the CEFR levels and measure test takers’ English proficiency at a specific CEFR level. The current findings provide useful insights for test developers or researchers who wish to design proficiency tests in alignment with the CEFR.

scholarly journals Yemeni EFL Learners’ Future Self-Images and Their Relationship to The English Language Proficiency: التصورات الذاتية المستقبلية لدى طلبة اللغة الانجليزية اليمنيين  وعلاقتها بالكفاءة في اللغة الإنجليزية

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Abdulrahim Ali Mohammad Al-Showthabi, Mohammad Abduh Ahmad A
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Data Gathering ◽  
Proficiency Tests ◽  
Ideal Self ◽  
Efl Learners ◽  
Self Image ◽  
Future Self ◽  
Academic Year

This exploratory correlational study addresses the issue of Yemeni EFL Learners’ Future Self-images, Ideal Self-images and Ought-to Self-image and their relationship to the English language proficiency, mainly, speaking and writing --fourth level students, Department of English Sana’a University of the academic year of 2017-2018. It also aims at exploring which of the two Future Self-images addressed is more evident amongst Yemeni EFL learners. In addition, the study attempts to ascertain the role of gender on Future Self-images. Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. and two Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. Descriptive analyses— frequencies, and, t-test for independent groups, and Pearson-product moment correlation— were utilized to analyze the data. Results show that Yemeni EFL students have higher Ought-to Self-image mean scores (3.6) than Ideal Self-image mean scores (3.04) Further, each of the two Future Self-images, Ideal Self-image and Ought-to Self-image has a bipolar direction in regard to male and female students. While, female students have higher mean Ideal Self-image scores (2.6) toward learning English, their counterpart male students have higher mean Ought-to Self-image scores (3.15). Furthermore results revealed a significant and strong relationship between Yemeni EFL learners’ ---Ideal Self-images—Ought-to Self-image-- and speaking and writing proficiency respectively and uniquely. This article ends with some recommendations and suggestions for future research.

scholarly journals Outdoor circuit test: construction and validation of an instrument for the prediction of cardiorespiratory capacity for older adults

2020 ◽  
Vol 23 (6) ◽  
Author(s):  
Gabriela Rezende de Oliveira Venturini ◽  
Paulo de Tarso Veras Farinatti ◽  
Nádia Souza Lima da Silva
Keyword(s):  
Older Adults ◽  
Heart Rate ◽  
Execution Time ◽  
Statistical Significance ◽  
Intraclass Correlation ◽  
Positive Association ◽  
Test Construction ◽  
Subjective Perception ◽  
Validity And Reliability ◽  
Predictive Capacity

Abstract Objective: the present study aimed to construct, validate and verify the reliability of a protocol for assessing the cardiorespiratory capacity of older adults attending the Rio ao Ar Livre (Open Air Rio, or RAL) project entitled the “Outdoor Circuit Test” (OCT). Method: validity and reliability tests were carried out to assess the accuracy of the OCT, with 50 older adults (70.6 ± 6.3 years) of both sexes who regularly attended the RAL. Validity was tested by collecting VO2max data under maximal cardiopulmonary exercise test conditions, and the OCT variables: a) Circuit Execution Time; b) Heart Rate; c) Subjective Perception of Exertion; d) Average Heart Rate (HRméd). Reliability was tested through the reproducibility of the measurements of the OCT variables, expressed by the Intraclass Correlation Coefficient (ICC). The predictive capacity of VO2max was given by multiple linear regression and the final stability of the model by the analysis of the residues and the calculation of Cook’s distances, with a value of P≤ 0.05 adopted for statistical significance. Results: the predictive model based on age, sex, waist circumference, BMI and circuit execution time explained 41% of VO2max variance, with a standard error of estimate of 18.5%. Conclusion: the OCT exhibited satisfactory reproducibility (0.62 to 0.93), and proved to be valid, reliable, and specific for predicting the cardiorespiratory fitness of older adults attending RAL, demonstrating adequate reproducibility and a positive association with the physical fitness of older adults.

scholarly journals Impact of distractors in item analysis of multiple choice questions

2019 ◽  
Vol 7 (4) ◽  
pp. 1136
Author(s):  
Ismail Burud ◽  
Kavitha Nagandla ◽  
Puneet Agarwal
Keyword(s):  
Quality Assurance ◽  
Statistical Significance ◽  
Item Analysis ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Difficulty Index ◽  
The Individual ◽  
Discriminatory Index

Background: Item analysis is a quality assurance of examining the performance of the individual test items that measures the validity and reliability of exams. This study was performed to evaluate the quality of the test items with respect to their performance on difficulty index (DFI), Discriminatory index (DI) and assessment of functional and non-functional distractors (FD and NFD).Methods: This study was performed on the summative examination undertaken by 113 students. The analyses include 120 one best answers (OBAs) and 360 distractors.Results: Out of the 360 distractors, 85 distractors were chosen by less than 5% with the distractor efficiency of 23.6%. About 47 (13%) items had no NFDs while 51 (14%), 30 (8.3%), and 4 (1.1%) items contained 1, 2, and 3 NFDs respectively. Majority of the items showed excellent difficulty index (50.4%, n=42) and fair discrimination (37%, n=33). The questions with excellent difficulty index and discriminatory index showed statistical significance with 1NFD and 2 NFD (p=0.03).Conclusions: The post evaluation of item performance in any exam in one of the quality assurance method of identifying the best performing item for quality question bank. The distractor efficiency gives information on the overall quality of item.

scholarly journals Did the 2019 One and Half-Month Boot Camp Training Enhance Rwanda Development Board (RDB) Interns’ English Proficiency?

2020 ◽  
Vol 2 (4) ◽  
pp. 22-31
Author(s):  
Gloriose Mugirase ◽  
Speciose N. Ndimurugero
Keyword(s):  
Limited English Proficiency ◽  
Quantitative Research ◽  
English Proficiency ◽  
Boot Camp ◽  
Work Readiness ◽  
University Graduates ◽  
Proficiency Tests ◽  
Validity And Reliability ◽  
Slow Learners ◽  
Readiness Skills

Employers in Rwanda have been expressing their dissatisfaction with university graduates’ low English proficiency affirming that it hindered their performance at work. Rwanda Development Board (RDB) also noticed that the English proficiency and work readiness skills of university graduates on internship in 2019 left a lot to be desired, which was an impediment to the completion of the internship and to the development of their professional skills. To enhance these graduates’ communication and work readiness skills, the Rwandan Government, through RDB, sent them to a one and half-month employability boot camp at the University of Rwanda. Therefore, this study aimed at investigating factors that hindered these interns’ development of English proficiency and at exploring whether the course helped improve their skills in this language. For the sake of validity and reliability, both qualitative and quantitative research paradigms were applied to collect and analyse the research data. Themes emerging from classroom observations and interviews were analysed inductively and figures used to interpret the trainees’ results in the entry and exit English proficiency tests. Research findings revealed that unfavorable linguistic environment, teachers limited English proficiency, and regular shifts in the medium of instruction were major impediments to the trainees' improvement of English proficiency. Findings also disclosed that the training had helped the majority of participants boost the four language macro modalities, but that more time was required for slow learners. In agreement with the findings, some recommendations were made on how to effectively support Rwandan students’ learning of English.

scholarly journals English proficiency test in a logistics postgraduate course admission

2020 ◽  
Vol 11 (5) ◽  
pp. 1532
Author(s):  
Ana Beatriz Aquino ◽  
Eliana Kobayashi
Keyword(s):  
Qualitative Methodology ◽  
English Language ◽  
Proficiency Test ◽  
Multidisciplinary Approach ◽  
English Proficiency ◽  
Language Skills ◽  
Public Institution ◽  
Proficiency Tests ◽  
Complex Activity ◽  
Admission Test

The construction of English proficiency tests applied in college admissions is a complex activity as their content must reflect the language skills required in the program and their results can affect applicants’ lives. This study aims to establish the specifications of English language skills to be tested in an admission test for a postgraduate course in Logistics and Operation of a public institution. The qualitative methodology of this investigation encompasses the course documents analysis, the results of past tests, as well as the application of a questionnaire to the professors and the program coordinator. The investigation has a multidisciplinary approach, integrating different areas like Applied Linguistics and Administration. The preliminary results show that English language is considered important in the program documents although it is not clearly stated. In addition, professors seem to have different expectations on student English level but agree on the main linguistic skill.

scholarly journals Introducing and Testing a Measurement Tool for English Language Proficiency: Aisha’s Tool

2019 ◽  
Vol 9 (3) ◽  
pp. 319
Author(s):  
Aisha M. Alhussain
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Measurement Tool ◽  
Proficiency Tests ◽  
Test Results ◽  
High Performing ◽  
Highly Effective ◽  
Study Participants

The IELTS English proficiency tests are discussed as being highly effective in determining students’ level of proficiency in the language. However, the study points out that the processes involved in the administration of the tests along with the associated cost make affect the effectiveness of its use in the assessment of learners. A Sentence Pattern test is offered as an alternative with 97 participants taking part in the assessment to test its effectiveness. Each of the non-native study participants is subjected to both the SP test and the IELTS test for the establishment of the correlation in the results posted for the two tests. The findings demonstrate that the students’ performance in the IELTS test correlated with their corresponding SP test results. High performing students in the IELTS test also posted high scores in their SP test. As demonstrated in the study, the correlation in the results illustrates the effectiveness of the SP test as an alternative for the IELTS tests in proving English language proficiency.

scholarly journals A Review of the IELTS Test: Focus on Validity, Reliability, and Washback

2018 ◽  
Vol 3 (1) ◽  
pp. 39 ◽  
Author(s):  
Ali Hashemi ◽  
Samran Daneshfar
Keyword(s):  
Language Proficiency ◽  
Large Scale ◽  
English Language ◽  
Test System ◽  
Clear Understanding ◽  
Proficiency Tests ◽  
Validity And Reliability ◽  
Good Test ◽  
English Speaking ◽  
International English

The International English Language Test System (IELTS) is one of the most reputable English tests that is used to assess the language proficiency of those who intend to study or work in an English speaking context. It is one of the most large-scale proficiency tests which affects the lives of many students, as well as immigrants as the results of the test, are used for making critical decisions about the test takers. Moreover, the process of designing a good test requires a clear understanding of both validity and reliability of the test format. Therefore, in the current paper, we try to offer a descriptive review of the IELTS test by concentrating on various issues such as reliability, validity and washback.

Learned Through Labour: The Discursive Production of English Speakers in South Korea

English Today ◽  
2018 ◽  
Vol 34 (3) ◽  
pp. 30-35 ◽  
Author(s):  
Nathaniel Curran
Keyword(s):  
South Korea ◽  
English Language ◽  
English Proficiency ◽  
Language Education ◽  
English Speakers ◽  
Proficiency Tests ◽  
Educational Testing ◽  
English Language Education ◽  
Graduation Requirement ◽  
Entire Nation

Korea has long been recognized as host to an English ‘fever’ (Kim, 2013; J. K. Park, 2009; Shim & Park, 2008), the intensity of which is such that ‘the entire nation, from the president to average citizens, is emotionally and discursively invested in globalization and English language education’ (Lee, 2011: 146). Many universities have minimum TOEIC/TOEFL scores as a graduation requirement (J. S. Y. Park, 2009: 42), and of Koreans who took the TOEIC exam in 2016, more than eight out of ten were re-taking the test (Educational Testing Services, 2017). It was estimated that by 2006, Koreans were spending up to $752 million a year on English proficiency tests alone (Song, 2011: 38). The question of who is able to speak English is clearly not a trivial one.

The Role of Order and Sequence of Options in Multiple-choice Questions for High-stakes Tests of English Language Proficiency

2020 ◽  
Vol 9 (6) ◽  
pp. 110
Author(s):  
Talip Karanfil ◽  
Steve Neufeld
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Multiple Choice ◽  
High Volume ◽  
English Language Proficiency ◽  
Proficiency Tests ◽  
Multiple Choice Questions ◽  
High Stakes ◽  
Test Items ◽  
Two Factors

High-stakes and high-volume English language proficiency tests typically rely on multiple-choice questions (MCQs) to assess reading and listening skills. Due to the Covid-19 pandemic, more institutions are using MCQs via online assessment platforms, which facilitate shuffling the order of options within test items to minimize cheating. There is scant research on the role that order and sequence of options plays in MCQs, so this study examined the results of a paper-based, high-stakes English proficiency test administered in two versions. Each version had identical three-option MCQs but with different ordering of options. The test-takers were chosen to ensure a very similar profile of language ability and level for the groups who took the two versions. The findings indicate that one in four questions exhibited significantly different levels of difficulty and discrimination between the two versions. The study identifies order dominance and sequence priming as two factors that influence the outcomes of MCQs, both of which can accentuate or diminish the power of attraction of the correct and incorrect options. These factors should be carefully considered when designing MCQs in high-stakes language proficiency tests and shuffling of options in either paper-based or computer-based testing.

Assessing the use of multiple-choice translation items in English proficiency tests: The case of the national English proficiency test in Turkey

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Betül Hazal Dinçer ◽  
Elena Antonova-Unlu ◽  
Alper Kumcu
Keyword(s):  
Language Proficiency ◽  
Proficiency Test ◽  
English Proficiency ◽  
Language Teaching ◽  
Multiple Choice ◽  
National Language ◽  
Proficiency Tests ◽  
Test Items ◽  
Significant Difference ◽  
Sample Test

AbstractThe use of translation for language teaching and assessment, by and large, has been abandoned with the adoption of audio-lingual and communicative approaches in language teaching. As a result, nowadays translation items are not commonly used for measuring language proficiency in international language proficiency tests (e. g. TOEFL, IELTS).However, there are several countries that still use translation items in their national language proficiency tests (e. g. Turkey, Japan, China, Romania among others). The present study aims to examine whether or not multiple-choice translation items are an appropriate tool for measuring proficiency in English. To this end, the perceived level of difficulty and validity of multiple-choice translation items in the National English Proficiency Test (YDS) in Turkey were examined. The findings revealed that the participants did significantly better on the translation items than on the rest of the test items. They also perceived the translation items as the easiest among all the rest items in YDS. Moreover, while YDS as a whole indicated a strong validity based on correlation with TOEFL PBT Reading Sample Test, the translation items indicated moderate validity. Importantly, there was a significant difference between the two correlations. These findings suggest that multiple-choice translation items are likely to lower the overall validity of YDS tests, inflate the scores of test-takers and, thus, might be considered as problematic for the quality of the tests.

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