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Examining the Factor Structure and Its Replicability across Multiple Listening Test Forms: Validity Evidence for the Michigan English Test
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Liu, Tingting; Aryadoust, Vahid; Foo, Stacy – Language Testing, 2022
This study evaluated the validity of the Michigan English Test (MET) Listening Section by investigating its underlying factor structure and the replicability of its factor structure across multiple test forms. Data from 3255 test takers across four forms of the MET Listening Section were used. To investigate the factor structure, each form was…
Descriptors: Factor Structure, Language Tests, Second Language Learning, Second Language Instruction
Critical Language Assessment Literacy of EFL Teachers: Scale Construction and Validation
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Tajeddin, Zia; Khatib, Mohammad; Mahdavi, Mohsen – Language Testing, 2022
Critical language assessment (CLA) has been addressed in numerous studies. However, the majority of the studies have overlooked the need for a practical framework to measure the CLA dimension of teachers' language assessment literacy (LAL). This gap prompted us to develop and validate a critical language assessment literacy (CLAL) scale to further…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Tests
Factor Analysis for Fairness: Examining the Impact of Task Type and Examinee L1 Background on Scores of an ITA Speaking Test
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Yan, Xun; Cheng, Lixia; Ginther, April – Language Testing, 2019
This study investigated the construct validity of a local speaking test for international teaching assistants (ITAs) from a fairness perspective, by employing a multi-group confirmatory factor analysis (CFA) to examine the impact of task type and examinee first language (L1) background on the internal structure of the test. The test consists of…
Descriptors: Scores, Language Tests, Teaching Assistants, Culture Fair Tests
Measuring English Language Workplace Proficiency across Subgroups: Using CFA Models to Validate Test Score Interpretation
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Yoo, Hanwook; Manna, Venessa F. – Language Testing, 2017
This study assessed the factor structure of the Test of English for International Communication (TOEIC®) Listening and Reading test, and its invariance across subgroups of test-takers. The subgroups were defined by (a) gender, (b) age, (c) employment status, (d) time spent studying English, and (e) having lived in a country where English is the…
Descriptors: English (Second Language), Language Proficiency, Language Tests, Second Language Learning
Factor Structure of the TOEFL Internet-Based Test
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Sawaki, Yasuyo; Stricker, Lawrence J.; Oranje, Andreas H. – Language Testing, 2009
This construct validation study investigated the factor structure of the Test of English as a Foreign Language[TM] Internet-based test (TOEFL[R] iBT). An item-level confirmatory factor analysis was conducted for a test form completed by participants in a field study. A higher-order factor model was identified, with a higher-order general factor…
Descriptors: Speech Communication, Construct Validity, Factor Structure, Factor Analysis
A Closer Look at the Construct Validity of C-Tests
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Eckes, Thomas; Grotjahn, Rudiger – Language Testing, 2006
What C-tests actually measure has been an issue of debate for many years. In the present research, the authors examined the hypothesis that C-tests measure general language proficiency. A total of 843 participants from four independent samples took a German C-test along with the TestDaF (Test of German as a Foreign Language). Rasch measurement…
Descriptors: Test Validity, Language Proficiency, German, Factor Analysis