Evaluating the Validity of a High-Stakes ESL Test: Why Teachers' Perceptions Matter
Evaluating the Validity of a High-Stakes ESL Test: Why Teachers' Perceptions Matter
复制标题
评估高风险 ESL 测试的有效性：为什么教师的看法很重要
DOI：
10.5054/tq.2011.268063
复制
发表时间：
2011
期刊：
影响因子：
3.2
通讯作者：
Paula M. Winke
中科院分区：
文献类型：
--
作者：
Paula M. Winke
英语语言能力评估（ELPA）在美国密歇根州使用，以满足政府规定的不让一个孩子掉队（NCLB）要求。该测试用于促进和监测接受联邦NCLB资助的学校的英语学习成绩。这里讨论的项目的目标是评估ELPA的感知有效性，并看看这些感知是否可以有意义地促进测试的有效性的广泛概念。这是通过在ELPA实施后直接询问教师和考试管理人员对ELPA的看法来完成的。267名管理人员参加了一项调查，其中包括封闭式和开放式问题，旨在挖掘测试有效性的重要方面。探索性因素分析确定了五个因素与参与者的ELPA的看法。方差分析结果显示，教育工作者在学校较低浓度的英语学习者报告显着更多的问题，在管理ELPA。三个主题（测试的适当性，影响和管理）出现从定性数据的分析。本文讨论这些结果，不仅作为一种手段，更好地理解ELPA，但也有助于更大规模的讨论后果效度和英语语言能力的标准化测试。它建议使用广泛定义的有效性数据来改善大规模的评估计划，如NCLB规定的评估计划。
The English Language Proficiency Assessment (ELPA) is used in the state of Michigan in the United States to fulfill government-mandated No Child Left Behind (NCLB) requirements. The test is used to promote and monitor achievement in English language learning in schools that receive federal NCLB funding. The goal of the project discussed here was to evaluate the perceived effectiveness of the ELPA and to see if those perceptions could meaningfully contribute to a broad concept of the test's validity. This was done by asking teachers and test administrators their views on the ELPA directly after its administration. Two hundred and sixty-seven administrators took a survey with closed and open-ended questions that aimed to tap into the consequential dimensions of test validity. An exploratory factor analysis identified five factors relating to the participants' perceptions of the ELPA. Analysis of variance results revealed that educators at schools with lower concentrations of English language learners reported significantly more problems in administering the ELPA. Three themes (the test's appropriateness, impacts, and administration) emerged from an analysis of qualitative data. This article discusses these results not only as a means of better understanding the ELPA, but also to contribute to larger-scale discussions about consequential validity and standardized tests of English language proficiency. It recommends that broadly defined validity data be used to improve large-scale assessment programs such as those mandated by NCLB.