Linking TOEFL iBT® writing rubrics to CEFR levels: Cut scores and validity evidence from a standard setting study
Linking TOEFL iBT® writing rubrics to CEFR levels: Cut scores and validity evidence from a standard setting study
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DOI：
10.1016/j.asw.2019.100420
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发表时间：
2020-01-01
影响因子：
3.9
通讯作者：
Koeller, Olaf
中科院分区：
文献类型：
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作者：
Fleckenstein, Johanna;Keller, Stefan;Koeller, Olaf
英语写作是高等教育成功的关键能力。然而，在欧洲高中教育（即超过9年）英语作为外语的写作技能的评估研究仍然很少。欧洲共同参考框架（CEFR）将语言能力分为六个等级（A1-C2）。在欧洲，中等教育结束时的写作技能，共同标准是B2级。在这项研究中，来自德国和瑞士的专家将高中生在建构反应测试（托福网考综合和独立作文（中心点））中得出的写作概况与CEFR水平联系起来。标准制定方法（修改考生论文选择/性能配置文件的方法）被用来建立联系。该研究报告的方法和程序的标准制定过程中，并讨论了程序和内部的有效性，从而削减分数。它还适用于削减分数，以大样本的高中学生在德国和瑞士，以获得外部和后果的有效性的证据。
English writing is a key competence for higher education success. However, research on the assessment of writing skills in English as a foreign language in European upper secondary education (i.e. beyond year 9) remains scarce. The Common European Framework of Reference (CEFR) describes language proficiency on a scale of six ascending levels (A1-C2). For writing skills at the end of secondary education in Europe, the common standard is vantage level B2. In this study, experts from Germany and Switzerland linked upper secondary students' writing profiles elicited in a constructed response test (integrated and independent essays from the TOEFL iBT(center dot)) to CEFR levels. Standard setting methodology (a modified examinee paper selection/performance profile approach) was used to establish the linkages. The study reports the methodology and procedure of the standard setting process and discusses the procedural and internal validity of resulting cut scores. It also applies the cut scores to a large sample of upper secondary students in Germany and Switzerland to gain evidence for external and consequential validity.