The meaningfulness of two curriculum-based national tests of English as a foreign language
Hilden, R., Pulkkinen, J., & Rautopuro, J. (2022). The meaningfulness of two curriculum-based national tests of English as a foreign language. Studies in Language Assessment, 11(2), 130-163. https://doi.org/10.58379/dqvs8821
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Studies in Language AssessmentDate
2022Copyright
© The Author(s) 2022.
This paper addresses the aspect of the meaningfulness of a national assessment in English as a foreign language, applying the fairness framework proposed by Kunnan (2018). We compared students’ performance on two receptive language skills of listening and reading on two subsequent national evaluations in Finland, taken by students at the end of compulsory basic education and at the end of general upper secondary education, respectively. The research questions focus on (1) the relationship between students’ performance on the two tests and their gender, language of schooling and parents’ educational level, and (2) the relationship between the students’ receptive language proficiency at the end of basic education and general upper secondary education. The data were analysed using linear regression and quantile regression analyses. The effect of background variables on the proficiency was stronger for low-performing students than for highperforming students. Moreover, students’ proficiency on the receptive skills at the end of basic education well predicted that at the end of general upper secondary education across several points in the score distribution. The findings also indicated persistent challenges with respect to educational equality and equity that requires ongoing attention by policy-makers and test designers.
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Association for Language Testing and Assessment of Australia and New ZealandISSN Search the Publication Forum
2653-5335Keywords
large-scale assessment learning outcomes listening comprehension reading comprehension validation fairness justice vieraat kielet oppimistulokset koulutuspolitiikka kielen oppiminen kielitaito luetun ymmärtäminen ymmärtäminen kieli ja kielet oikeudenmukaisuus taustatekijät englannin kieli oppiminen tasa-arvo kuullun ymmärtäminen arviointi toinen kieli
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https://arts.unimelb.edu.au/__data/assets/pdf_file/0006/4396263/SiLA_11.2_Hilden-et-al.pdfPublication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/164830479
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