Investigating the Alignment Between the CELPIP-General Reading Test and the Canadian Language Benchmarks: A Content Validation Study

Seeking evidence to support content validity is essential to test validation. This is especially the case in contexts where test scores are interpreted in relation to external proficiency standards and where new test content is constantly being produced to meet test administration and security demands. In this paper, we describe a modified scale- anchoring approach to assessing the alignment between the Canadian English Language Proficiency Index Program (CELPIP) test and the Canadian Language Benchmarks (CLB), the proficiency framework to which the test scores are linked. We discuss how proficiency frameworks such as the CLB can be used to support the content validation of large-scale standardized tests through an evaluation of the alignment between the test content and the performance standards. By sharing both the positive implications and challenges of working with the CLB in high-stakes language test validation, we hope to help raise the profile of this national language framework among scholars and practitioners.

Diversity Across the Pancreatic Ductal Adenocarcinoma Disease Spectrum Revealed by Network-Anchored Functional Genomics

ABSTRACTCancers are highly complex ecosystems composed of molecularly distinct sub-populations of tumor cells, each exhibiting a unique spectrum of genetic features and phenotypes, and embedded within a complex organ context. To substantially improve clinical outcomes, there is a need to comprehensively define inter- and intra-tumor phenotypic diversity, as well as to understand the genetic dependencies that underlie discrete molecular subpopulations. To this end, we integrated CRISPR-based co-dependency annotations with a tissue-specific co-expression network developed from patient-derived models to establish CoDEX, a framework to quantitatively associate gene-cluster patterns with genetic vulnerabilities in pancreatic ductal adenocarcinoma (PDAC). Using CoDEX, we defined multiple prominent anticorrelated gene-cluster signatures and specific pathway dependencies, both across genetically distinct PDAC models and intratumorally at the single-cell level. Of these, one differential signature recapitulated the characteristics of classical and basal-like PDAC molecular subtypes on a continuous scale. Anchoring genetic dependencies identified through functional genomics within the gene-cluster signature defined fundamental vulnerabilities associated with transcriptomic signatures of PDAC subtypes. Subtype-associated dependencies were validated by feature-barcoded CRISPR knockout of prioritized basal-like-associated genetic vulnerabilities (SMAD4, ILK, and ZEB1) followed by scRNAseq in multiple PDAC models. Silencing of these genes resulted in a significant and directional clonal shift toward the classical-like signature of more indolent tumors. These results validate CoDEX as a novel, quantitative approach to identify specific genetic dependencies within defined molecular contexts that may guide clinical positioning of targeted therapeutics.

Determining standard of academic potential based on the Indonesian Scholastic Aptitude Test (TBS) benchmark

The aim of this article was to classify The Indonesian Scholastic Aptitude Test or Tes Bakat Skolastik (TBS) results for each subtest and describe scholastic aptitudes in each subtest. The subject of this study was 36,125 prospective students who took the selection test in some universities. Data analysis began by estimating testees’ ability using the Item Response Theory, and benchmarking process using the scale anchoring method applying ASP.net web server technology. The results of this research are four benchmarks (based on cutoff scores) on each subtest, characters which differentiate potential for each benchmark, and measurement error on each benchmark. The items netted give a description of the scholastic aptitude potential clearly and indicate uniqueness so that it could distinguish difference in potential between a lower bench and a higher bench. At a higher bench, a higher level of reasoning power is required in analyzing and processing needed information so that the individual concerned could do the problem solving with the right solution. The items netted at a lower bench in the three subtests tend to be few so that the error of measurement at such a bench still tends to be higher compared to that at a higher bench.

Facilitating the interpretation of English language proficiency scores: Combining scale anchoring and test score mapping methodologies

The aim of this study was to develop, for the benefit of both test takers and test score users, enhanced TOEFL ITP® test score reports that go beyond the simple numerical scores that are currently reported. To do so, we applied traditional scale anchoring (proficiency scaling) to item difficulty data in order to develop performance descriptors for multiple levels of each of the three sections of the TOEFL ITP. A (novel) constraint was that these levels should correspond to those established in an earlier study that mapped (i.e., aligned) TOEFL ITP scores to a widely accepted framework for describing language proficiency – the Common European Framework of Reference (CEFR). The data used in the present study came from administrations of five current operational forms of the recently revised TOEFL ITP test. The outcome of the effort is a set of performance descriptors for each of several levels of TOEFL ITP scores for each of the three sections of the test. The contribution, we believe, constitutes (1) an enhancement of the interpretation of scores for one widely used assessment of English language proficiency and (2) a modest contribution to the literature on developing proficiency descriptors – an approach that combines elements of both scale anchoring and test score mapping.

Chapter 6: Interpreting Scales Through Scale Anchoring

The major purpose of the National Assessment of Educational Progress (NAEP) is to provide a means to compare groups of students both across and within assessment years. A complementary purpose of NAEP is to provide information about what these groups of students know and can do. This purpose has been addressed using the scale anchoring techniques described in this chapter. Scale anchoring involves a statistical component that identifies items that discriminate between successive points on the proficiency scale using specific item characteristics. It also involves a consensus component in which identified items are used by subject-area and educational experts to provide an interpretation of what groups of students at or close to the selected scale points know and can do.