Abstract
AbstractBecause listening has received little attention and the validation of ability scales describing multidimensional skills is always challenging, this study applied a multistage, criterion‐referenced approach that used a framework of aligned audio passages and listening tasks to explore the validity of the ACTFL and related listening proficiency guidelines. Rasch measurement and statistical analyses of data generated in seven separate language studies resulted in significant differences in listening difficulty between the proficiency levels tested and confirmed the validity of the ACTFL proficiency assessment for listening.
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