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Jonathan Schmidgall; Yan Huo; Jaime Cid; Youhua Wei – ETS Research Report Series, 2024
The principle of fairness in testing traditionally involves an assertion about the absence of bias, or that measurement should be impartial (i.e., not provide an unfair advantage or disadvantage), across groups of test takers. In more general-purposes language testing, a test taker's background knowledge is not typically considered relevant to the…
Descriptors: Testing, Language Tests, Test Bias, English for Special Purposes
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Zhao, Cecilia Guanfang; Liu, Carina Jiayu – Language Testing, 2019
Celpe-Bras, is the exam for the certification of proficiency in Portuguese as a foreign language. It, is the only Portuguese proficiency test recognized by the Brazilian government (Ministério da Educação, 2013). Given the recent growth of interest and also its unique design as a large-scale proficiency test, this article provides a general…
Descriptors: Portuguese, Second Language Learning, Language Proficiency, Language Tests
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Siddiqui, Ali; Sartaj, Shabana; Shah, Syed Waqar Ali – Advances in Language and Literary Studies, 2018
The language assessments and testing are the crucial aspects of teaching and learning processes. Therefore, the following study is aimed to focus on these two most important aspects with refer to a critical view on its practical aspect that is after passing through a tactful teaching process. The crucial notion of practicing language assessments…
Descriptors: English (Second Language), Second Language Learning, Language Tests, Learning Processes
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Karami, Hossein – Educational Research and Evaluation, 2013
The search for fairness in language testing is distinct from other areas of educational measurement as the object of measurement, that is, language, is part of the identity of the test takers. So, a host of issues enter the scene when one starts to reflect on how to assess people's language abilities. As the quest for fairness in language testing…
Descriptors: Language Skills, Language Tests, Testing, Culture Fair Tests
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Kane, Michael – Language Testing, 2010
This paper presents the author's critique on Xiaoming Xi's article, "How do we go about investigating test fairness?," which lays out a broad framework for studying fairness as comparable validity across groups within the population of interest. Xi proposes to develop a fairness argument that would identify and evaluate potential fairness-based…
Descriptors: Test Bias, Test Validity, Language Tests, Testing
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Aryadoust, Vahid – International Journal of Listening, 2012
This article investigates a version of the International English Language Testing System (IELTS) listening test for evidence of differential item functioning (DIF) based on gender, nationality, age, and degree of previous exposure to the test. Overall, the listening construct was found to be underrepresented, which is probably an important cause…
Descriptors: Evidence, Test Bias, Testing, Listening Comprehension Tests
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Sireci, Stephen G.; Han, Kyung T.; Wells, Craig S. – Educational Assessment, 2008
In the United States, when English language learners (ELLs) are tested, they are usually tested in English and their limited English proficiency is a potential cause of construct-irrelevant variance. When such irrelevancies affect test scores, inaccurate interpretations of ELLs' knowledge, skills, and abilities may occur. In this article, we…
Descriptors: Test Use, Educational Assessment, Psychological Testing, Validity
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Henning, Grant – Language Testing, 1996
Analyzes simulated performance ratings on a six-point scale by two independent raters to account for nonsystematic error in performance ratings. Results suggest that rater agreement or covariance is not always a dependable estimate of score reliability and that the practice of seeking additional raters for adjudication of discrepant ratings is not…
Descriptors: Correlation, Error Patterns, Interrater Reliability, Language Tests
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Kondo-Brown, Kimi – Language Testing, 2002
Using FACETS, investigates how judgments of trained teacher raters are biased toward certain types of candidates and certain criteria in assessing Japanese second language writing. Explores the potential for using a modified version of a rating scale for norm-referenced decisions about Japanese second language writing ability. (Author/VWL)
Descriptors: Japanese, Language Teachers, Language Tests, Rating Scales
Center for Applied Linguistics, Arlington, VA. – 1975
This guide first points out the difficulty and the lack of reliability involved in using tests to evaluate the abilities of children from linguistically and culturally diverse backgrounds. Suggestions are then given for using existing evaluation techniques to test the English language proficiency of children at kindergarten level. The following…
Descriptors: English (Second Language), Grammar, Indochinese, Kindergarten
Oller, John W., Jr., Ed.; Richards, Jack C., Ed. – 1973
This book of readings includes: "Language Didactics and Applied Linguistics" (William Mackey); "Psycholinguistics and Second Language Teaching" (H. H. Stern); "Linguistic Theory" (Noam Chomsky); "Some Psycholinguistic Controversies" (John Oller, Jr.); "The Cognitive Strategies of Language Learning" (John Macnamara); "Conditions for Language…
Descriptors: Applied Linguistics, Bilingual Education, Cognitive Processes, English (Second Language)
Brennan, Robert L., Ed. – Praeger, 2006
"Educational Measurement" has been the bible in its field since the first edition was published by ACE in 1951. The importance of this fourth edition of "Educational Measurement" is to extensively update and extend the topics treated in the previous three editions. As such, the fourth edition documents progress in the field and…
Descriptors: Educational Testing, Educational Assessment, Test Validity, Test Reliability