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Stoeckel, Tim; McLean, Stuart; Nation, Paul – Studies in Second Language Acquisition, 2021
Two commonly used test types to assess vocabulary knowledge for the purpose of reading are size and levels tests. This article first reviews several frequently stated purposes of such tests (e.g., materials selection, tracking vocabulary growth) and provides a reasoned argument for the precision needed to serve such purposes. Then three sources of…
Descriptors: Vocabulary Development, Receptive Language, Written Language, Knowledge Level
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Taehyeong Kim; Byungmin Lee – Language Assessment Quarterly, 2025
The Korean College Scholastic Ability Test (CSAT) aims to assess Korean high school students' scholastic ability required for college readiness. As a high-stakes test, the examination serves as a pivotal hurdle for university admission and exerts a strong washback effect on the educational system in Korea. The present study set out to investigate…
Descriptors: Reading Comprehension, Reading Tests, Language Tests, Multiple Choice Tests
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Ho, Pok Jing – Language Testing in Asia, 2022
This study examines the range of cognitive processes assessed in the English language reading literacy test as part of the Hong Kong Diploma of Secondary Education Examination (HKDSE), the secondary school exit test in Hong Kong. Prior studies have suggested that higher order cognitive processes are often undermined in high-stakes tests and…
Descriptors: Foreign Countries, Secondary School Students, Test Items, Cognitive Processes
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Larsson, Maria; Olin-Scheller, Christina – Curriculum Journal, 2020
This study examines the washback effects of a national test in Swedish at upper secondary schools. The test consists of three parts--reading, writing and speaking--and this study specifically focuses on the washback effects in relation to Stephen Ball's theory of policy enactment. The study draws on qualitative data from a total of 21 interviews…
Descriptors: Foreign Countries, Testing Problems, Reading Comprehension, Reading Tests
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Richmond, John – FORUM: for promoting 3-19 comprehensive education, 2017
This article critiques the current arrangements for the assessment and testing of English in early-years settings and primary schools in England. It is broadly supportive of the Early Years Foundation Stage Profile. It is highly critical of the Year 1 phonics check, and of the tests of reading and of grammar, punctuation and spelling at the end of…
Descriptors: Foreign Countries, Student Evaluation, Testing, Early Childhood Education
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Sato, Takanori; Ikeda, Naoki – Language Testing in Asia, 2015
Background: High-stakes tests have an immense washback effect on what students learn and affect the content of student learning. However, if students fail to recognize the abilities that the test developers intend to measure, they are less likely to learn what the test developers wish them to learn. This study aims to investigate test-taker…
Descriptors: High Stakes Tests, Testing Problems, Test Items, College Students
Kitao, S. Kathleen; Kitao, Kenji – 1996
Of the four language skills, reading is probably tested most often, and it may seem to be the easiest to test. However, testing reading proficiency has its difficulties, and the test constructor must be aware of several issues. Reading involves a number of skills, and the number and complexity of these must be recognized. Choosing the text to test…
Descriptors: Difficulty Level, English (Second Language), Foreign Countries, Language Proficiency
Halpin, Glennelle; McLean, James E. – 1991
Although the standard-setting method of W. H. Angoff (1971) has broad-based support in the research literature, inconsistencies in the resulting standards do occur. Sources of these inconsistencies are examined in a study of judges, competencies (items), rounds (replications), and the interactions among them. A modified Angoff approach was used to…
Descriptors: Analysis of Variance, Error of Measurement, Evaluators, High Schools
van Roosmalen, Willem M. M. – 1983
The construction of objective tests for native language reading comprehension is described. The tests were designed for the early secondary school years in several kinds of schools, vocational and non-vocational. The description focuses on the use of the Rasch model in test development, to develop a large pool of homogenous items and establish…
Descriptors: Ability Grouping, Difficulty Level, Foreign Countries, Item Banks
Samson, Digna M. M. – 1983
The traditional multiple-choice reading comprehension test of English as a second language, used in the Dutch school-leaving examinations, has been criticized for its apparent lack of construct validity. The Dutch National Institute for Educational Measurement has conducted a number of studies to determine whether there is a different skill…
Descriptors: English (Second Language), Foreign Countries, Language Tests, Multiple Choice Tests
Lindblad, Torsten – 1983
The system of standardized second language tests administered to Swedish junior and senior high school students is described. The tests are used to give teachers an idea of the performance levels of their entire classes, not individual students, for comparison with national norms. They are administered more than a year before the students leave…
Descriptors: English (Second Language), Foreign Countries, French, German
Kreeft, Henk; Sanders, Piet – 1983
In the Dutch national examinations, reading comprehension tests are used for all languages. For the native language, reading comprehension is tested with reading passages and related questions to which the test-taker provides his own response, not choosing from a group of alternatives. One problem encountered in testing with these items is…
Descriptors: Dutch, Evaluation Methods, Evaluators, Foreign Countries
Jones, Randall L., Ed.; Spolsky, Bernard, Ed. – 1975
This publication is a compilation of the papers presented at the 1974 Washington Language Testing Sumposium. The volume also includes much of the discussion that followed each paper. The participants were an international group of language testing specialists from academic institutions, research centers, and government agencies. The primary focus…
Descriptors: Conference Reports, Curriculum Guides, Language Ability, Language Fluency
Wesdorp, Hildo – 1983
Since the mid-1960s, the use of objective testing in education, and multiple-choice tests in particular, has increased dramatically in the Netherlands. Since the founding of the Dutch National Institute for Educational Measurement in 1968, the construction of many achievement tests has been concentrated there. This general changeover from…
Descriptors: Dutch, Elementary Secondary Education, English (Second Language), Foreign Countries
Hathaway, Walter; And Others – 1985
This report describes the development, operation, maintenance, and future prospects of the item banks pioneered by the Portland (Oregon) School District. At the time of this report, there were 3,500 mathematics, 2,200 reading, and 2,300 language usage items calibrated under the fixed parameter model of item response theory (IRT) for Grades 3-8.…
Descriptors: Adaptive Testing, Competency Based Education, Computer Assisted Testing, Criterion Referenced Tests
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