Monitoring Score Change Patterns to Support TOEIC® Listening and Reading Test Quality
Monitoring Score Change Patterns to Support TOEIC® Listening and Reading Test Quality
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监控分数变化模式以支持 TOEIC® 听力和阅读测试质量
DOI：
10.1002/ets2.12186
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发表时间：
2017
影响因子：
--
通讯作者：
Albert Low
中科院分区：
文献类型：
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作者：
Youhua Wei;Albert Low
在大多数有助于做出高风险决策的大型测试计划中，例如托业®系列产品和服务，很大一部分考生多次重新参加测试的情况并不罕见。本文报告的研究使用多级增长模型来探索近 20,000 名托业听力和阅读考生的分数变化模式，这些考生在 4 年期间重复了六次考试。研究表明：(a) 平均而言，复读生的分数随着每次后续测试的进行而增加； (b) 复读生初次重考的分数增幅大于后来重考的分数； (c) 考生的教育背景与他们的初始分数有关，但与他们的分数增长无关； (d) 考生的性别与初始分数和分数增长均相关。结果表明，多级增长建模分析有潜力通过探索复读生随时间的分数变化模式来评估和监控跨部门的测试表现。该研究还为托业分数的可靠性和有效性提供了经验证据。
In most large‐scale programs of tests that aid in making high‐stakes decisions, such as theTOEIC®family of products and service, it is not unusual for a significant portion of test takers to retake the test at multiple times. The study reported here used multilevel growth modeling to explore the score change patterns of nearly 20,000 TOEIC Listening and Reading test takers who repeated the test six times during a 4‐year period. The study revealed that (a) on average, repeaters' scores increased with each subsequent testing; (b) repeaters' score increases were larger for initial retests than for later ones; (c) test takers' educational backgrounds were related to their initial scores but not to their score increases; and (d) test takers' gender was related both to initial scores and to score increases. The results suggest that multilevel growth modeling analysis has potential for evaluating and monitoring test performance across administrations by exploring repeaters' score change patterns over time. The study also provided empirical evidence for the reliability and validity of TOEIC scores.