Commentaries on Validity Issues in Foreign and Second Language Assessment
In empirical applied linguistics research, the primary goal and concern is to operationalize key variables (i.e., measured constructs) in a valid and reliable way, generate scores for the measured variables through quantitative and/or qualitative means (e.g., various kinds of pre- or posttests, surv...
Ausführliche Beschreibung
Autor*in: |
Fred S. Tsutagawa [verfasserIn] Yuna Seong [verfasserIn] |
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E-Artikel |
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Sprache: |
Englisch |
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2016 |
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In: Working Papers in Applied Linguistics and TESOL - Columbia University Libraries, 2018, 16(2016), 1, Seite i-iii |
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Übergeordnetes Werk: |
volume:16 ; year:2016 ; number:1 ; pages:i-iii |
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DOI / URN: |
10.7916/D8DZ1M8T |
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Katalog-ID: |
DOAJ068800088 |
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520 | |a In empirical applied linguistics research, the primary goal and concern is to operationalize key variables (i.e., measured constructs) in a valid and reliable way, generate scores for the measured variables through quantitative and/or qualitative means (e.g., various kinds of pre- or posttests, surveys, or coded observations), treat those scores appropriately, and allow for proper hypothesis testing of the research questions under investigation (Purpura, Brown, & Schoonen, 2015, p. 37). If the consequences of the research are “low stakes” in that the participants in the study are generally not directly impacted by the results (i.e., decisions are not made on the results to either advance or demote them in some way), the research can be published, our knowledge and understanding of the phenomenon in question deepened, and the story can essentially end there. But if there are important “high stakes” decisions to be made about the participants based on the results, decisions that can potentially impact their lives directly, it becomes imperative that our procedures and theoretical constructs have been thoroughly examined and are valid. That is why in the subfield of second and foreign language assessment, where high stakes decisions such as university admission or classification as an English language learner (ELL) in the U.S. K-12 public school system do take place based on the various test results, a higher standard needs to be adhered to in the development and implementation of the test instruments, potential interpretations of the results, and any possible subsequent uses of the results. Consequently, in second and foreign language testing, validation frameworks have been thoroughly developed and discussed to ensure that best measurement practices and high professional standards are followed (American Educational Research Association [AERA], American Psychological Association [APA], and the National Council on Measurement in Education [NCME], 1985, 2014), and that is why second/foreign language testers subject test scores to rigorous validity evaluation so that claims made about the measured constructs can be deemed meaningful and appropriate for their intended purpose(s), and their intended use and interpretation in decision making can also be justified (Purpura et al., 2015). | ||
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10.7916/D8DZ1M8T doi (DE-627)DOAJ068800088 (DE-599)DOAJ25f708d928b14c71b3da05ff90729966 DE-627 ger DE-627 rakwb eng PE1-3729 P118-118.7 Fred S. Tsutagawa verfasserin aut Commentaries on Validity Issues in Foreign and Second Language Assessment 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In empirical applied linguistics research, the primary goal and concern is to operationalize key variables (i.e., measured constructs) in a valid and reliable way, generate scores for the measured variables through quantitative and/or qualitative means (e.g., various kinds of pre- or posttests, surveys, or coded observations), treat those scores appropriately, and allow for proper hypothesis testing of the research questions under investigation (Purpura, Brown, & Schoonen, 2015, p. 37). If the consequences of the research are “low stakes” in that the participants in the study are generally not directly impacted by the results (i.e., decisions are not made on the results to either advance or demote them in some way), the research can be published, our knowledge and understanding of the phenomenon in question deepened, and the story can essentially end there. But if there are important “high stakes” decisions to be made about the participants based on the results, decisions that can potentially impact their lives directly, it becomes imperative that our procedures and theoretical constructs have been thoroughly examined and are valid. That is why in the subfield of second and foreign language assessment, where high stakes decisions such as university admission or classification as an English language learner (ELL) in the U.S. K-12 public school system do take place based on the various test results, a higher standard needs to be adhered to in the development and implementation of the test instruments, potential interpretations of the results, and any possible subsequent uses of the results. Consequently, in second and foreign language testing, validation frameworks have been thoroughly developed and discussed to ensure that best measurement practices and high professional standards are followed (American Educational Research Association [AERA], American Psychological Association [APA], and the National Council on Measurement in Education [NCME], 1985, 2014), and that is why second/foreign language testers subject test scores to rigorous validity evaluation so that claims made about the measured constructs can be deemed meaningful and appropriate for their intended purpose(s), and their intended use and interpretation in decision making can also be justified (Purpura et al., 2015). Applied linguistics Second language acquisition Language assessment Foreign language acquisition Validation frameworks Educational tests Assessment evaluation English language Language acquisition Yuna Seong verfasserin aut In Working Papers in Applied Linguistics and TESOL Columbia University Libraries, 2018 16(2016), 1, Seite i-iii (DE-627)1760615196 25762907 nnns volume:16 year:2016 number:1 pages:i-iii https://doi.org/10.7916/D8DZ1M8T kostenfrei https://doaj.org/article/25f708d928b14c71b3da05ff90729966 kostenfrei https://academiccommons.columbia.edu/doi/10.7916/D8960VGH/download kostenfrei https://doaj.org/toc/2576-2907 Journal toc kostenfrei https://doaj.org/toc/2576-2907 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 16 2016 1 i-iii |
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10.7916/D8DZ1M8T doi (DE-627)DOAJ068800088 (DE-599)DOAJ25f708d928b14c71b3da05ff90729966 DE-627 ger DE-627 rakwb eng PE1-3729 P118-118.7 Fred S. Tsutagawa verfasserin aut Commentaries on Validity Issues in Foreign and Second Language Assessment 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier In empirical applied linguistics research, the primary goal and concern is to operationalize key variables (i.e., measured constructs) in a valid and reliable way, generate scores for the measured variables through quantitative and/or qualitative means (e.g., various kinds of pre- or posttests, surveys, or coded observations), treat those scores appropriately, and allow for proper hypothesis testing of the research questions under investigation (Purpura, Brown, & Schoonen, 2015, p. 37). If the consequences of the research are “low stakes” in that the participants in the study are generally not directly impacted by the results (i.e., decisions are not made on the results to either advance or demote them in some way), the research can be published, our knowledge and understanding of the phenomenon in question deepened, and the story can essentially end there. But if there are important “high stakes” decisions to be made about the participants based on the results, decisions that can potentially impact their lives directly, it becomes imperative that our procedures and theoretical constructs have been thoroughly examined and are valid. That is why in the subfield of second and foreign language assessment, where high stakes decisions such as university admission or classification as an English language learner (ELL) in the U.S. K-12 public school system do take place based on the various test results, a higher standard needs to be adhered to in the development and implementation of the test instruments, potential interpretations of the results, and any possible subsequent uses of the results. Consequently, in second and foreign language testing, validation frameworks have been thoroughly developed and discussed to ensure that best measurement practices and high professional standards are followed (American Educational Research Association [AERA], American Psychological Association [APA], and the National Council on Measurement in Education [NCME], 1985, 2014), and that is why second/foreign language testers subject test scores to rigorous validity evaluation so that claims made about the measured constructs can be deemed meaningful and appropriate for their intended purpose(s), and their intended use and interpretation in decision making can also be justified (Purpura et al., 2015). Applied linguistics Second language acquisition Language assessment Foreign language acquisition Validation frameworks Educational tests Assessment evaluation English language Language acquisition Yuna Seong verfasserin aut In Working Papers in Applied Linguistics and TESOL Columbia University Libraries, 2018 16(2016), 1, Seite i-iii (DE-627)1760615196 25762907 nnns volume:16 year:2016 number:1 pages:i-iii https://doi.org/10.7916/D8DZ1M8T kostenfrei https://doaj.org/article/25f708d928b14c71b3da05ff90729966 kostenfrei https://academiccommons.columbia.edu/doi/10.7916/D8960VGH/download kostenfrei https://doaj.org/toc/2576-2907 Journal toc kostenfrei https://doaj.org/toc/2576-2907 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 16 2016 1 i-iii |
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Commentaries on Validity Issues in Foreign and Second Language Assessment |
abstract |
In empirical applied linguistics research, the primary goal and concern is to operationalize key variables (i.e., measured constructs) in a valid and reliable way, generate scores for the measured variables through quantitative and/or qualitative means (e.g., various kinds of pre- or posttests, surveys, or coded observations), treat those scores appropriately, and allow for proper hypothesis testing of the research questions under investigation (Purpura, Brown, & Schoonen, 2015, p. 37). If the consequences of the research are “low stakes” in that the participants in the study are generally not directly impacted by the results (i.e., decisions are not made on the results to either advance or demote them in some way), the research can be published, our knowledge and understanding of the phenomenon in question deepened, and the story can essentially end there. But if there are important “high stakes” decisions to be made about the participants based on the results, decisions that can potentially impact their lives directly, it becomes imperative that our procedures and theoretical constructs have been thoroughly examined and are valid. That is why in the subfield of second and foreign language assessment, where high stakes decisions such as university admission or classification as an English language learner (ELL) in the U.S. K-12 public school system do take place based on the various test results, a higher standard needs to be adhered to in the development and implementation of the test instruments, potential interpretations of the results, and any possible subsequent uses of the results. Consequently, in second and foreign language testing, validation frameworks have been thoroughly developed and discussed to ensure that best measurement practices and high professional standards are followed (American Educational Research Association [AERA], American Psychological Association [APA], and the National Council on Measurement in Education [NCME], 1985, 2014), and that is why second/foreign language testers subject test scores to rigorous validity evaluation so that claims made about the measured constructs can be deemed meaningful and appropriate for their intended purpose(s), and their intended use and interpretation in decision making can also be justified (Purpura et al., 2015). |
abstractGer |
In empirical applied linguistics research, the primary goal and concern is to operationalize key variables (i.e., measured constructs) in a valid and reliable way, generate scores for the measured variables through quantitative and/or qualitative means (e.g., various kinds of pre- or posttests, surveys, or coded observations), treat those scores appropriately, and allow for proper hypothesis testing of the research questions under investigation (Purpura, Brown, & Schoonen, 2015, p. 37). If the consequences of the research are “low stakes” in that the participants in the study are generally not directly impacted by the results (i.e., decisions are not made on the results to either advance or demote them in some way), the research can be published, our knowledge and understanding of the phenomenon in question deepened, and the story can essentially end there. But if there are important “high stakes” decisions to be made about the participants based on the results, decisions that can potentially impact their lives directly, it becomes imperative that our procedures and theoretical constructs have been thoroughly examined and are valid. That is why in the subfield of second and foreign language assessment, where high stakes decisions such as university admission or classification as an English language learner (ELL) in the U.S. K-12 public school system do take place based on the various test results, a higher standard needs to be adhered to in the development and implementation of the test instruments, potential interpretations of the results, and any possible subsequent uses of the results. Consequently, in second and foreign language testing, validation frameworks have been thoroughly developed and discussed to ensure that best measurement practices and high professional standards are followed (American Educational Research Association [AERA], American Psychological Association [APA], and the National Council on Measurement in Education [NCME], 1985, 2014), and that is why second/foreign language testers subject test scores to rigorous validity evaluation so that claims made about the measured constructs can be deemed meaningful and appropriate for their intended purpose(s), and their intended use and interpretation in decision making can also be justified (Purpura et al., 2015). |
abstract_unstemmed |
In empirical applied linguistics research, the primary goal and concern is to operationalize key variables (i.e., measured constructs) in a valid and reliable way, generate scores for the measured variables through quantitative and/or qualitative means (e.g., various kinds of pre- or posttests, surveys, or coded observations), treat those scores appropriately, and allow for proper hypothesis testing of the research questions under investigation (Purpura, Brown, & Schoonen, 2015, p. 37). If the consequences of the research are “low stakes” in that the participants in the study are generally not directly impacted by the results (i.e., decisions are not made on the results to either advance or demote them in some way), the research can be published, our knowledge and understanding of the phenomenon in question deepened, and the story can essentially end there. But if there are important “high stakes” decisions to be made about the participants based on the results, decisions that can potentially impact their lives directly, it becomes imperative that our procedures and theoretical constructs have been thoroughly examined and are valid. That is why in the subfield of second and foreign language assessment, where high stakes decisions such as university admission or classification as an English language learner (ELL) in the U.S. K-12 public school system do take place based on the various test results, a higher standard needs to be adhered to in the development and implementation of the test instruments, potential interpretations of the results, and any possible subsequent uses of the results. Consequently, in second and foreign language testing, validation frameworks have been thoroughly developed and discussed to ensure that best measurement practices and high professional standards are followed (American Educational Research Association [AERA], American Psychological Association [APA], and the National Council on Measurement in Education [NCME], 1985, 2014), and that is why second/foreign language testers subject test scores to rigorous validity evaluation so that claims made about the measured constructs can be deemed meaningful and appropriate for their intended purpose(s), and their intended use and interpretation in decision making can also be justified (Purpura et al., 2015). |
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