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Building a Validity Argument for the Test of English as a Foreign Language™

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academic English proficiency evaluation
Academic Language Profi Ciency
Academic Language Proficiency
Alternate Form Reliability Estimate
ANOVA Run
applied linguistics methods
Category=JN
ciency
Communicative Competence Theory
educational measurement
English Medium Institutions
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Generalized Partial Credit Model
Independent Writing Task
Integrated Writing Tasks
interpretive
Interpretive Argument
issue
language assessment research
Language Profi Ciency
Measure Scaled Scores
profi
proficiency
Prototype Measures
psychometric analysis
score
Score Interpretation
second language acquisition studies
Targeted Language Abilities
task
Task Administration Conditions
Task Required Test Takers
tasks
Test Takers
test validation process
testing
TOEFL iBT
TOEFL iBT Score
TOEFL iBT Test
TOEFL Program
TOEFL Score
TOEFL Test
types
Writing Measures

Product details

  • ISBN 9780805854558
  • Weight: 657g
  • Dimensions: 152 x 229mm
  • Publication Date: 17 Dec 2007
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Hardback
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Description

The Test of English as a Foreign Language ™ (TOEFL®) is used by more
universities worldwide than any other test to assess English language
proficiency for academic admission and placement decisions, and to guide
English language instruction.

This landmark volume provides a detailed description and analysis of Educational Testing Service’s research and development efforts to develop a major revision of the TOEFL® test. The result is a book that serves as a case study of test design drawing upon theory in the complex domain of English language proficiency while attempting to meet standards of educational measurement.

Building a Validity Argument for the Test of English as a Foreign Language™ is distinctive in its attempt to develop a coherent story of the rationale for a test or its revision, explain the research and development process, and provide the results of the validation process. Through its treatment of one test, it expands on and tests principles and approaches to educational measurement, providing an in-depth, integrated perspective on the overall process of test revision. Moreover, because the conceptual foundation and history are presented alongside the empirical studies and validity argument, these sometimes disparate areas are presented in a way that demonstrates their connections – an approach which represents a departure from, or extension of, conventional materials on test revision.

This volume is particularly relevant for professionals and graduate students in educational measurement, applied linguistics, and second language acquisition as well as anyone interested in assessment issues.
About

Carol A. Chapelle, Iowa State University, Ames, Iowa

Mary K. Enright, Educational Testing Service, Princeton, New Jersey

Joan M. Jamieson, Northern Arizona University, Flagstaff, Arizona