Abstract
One among the main concerns of language testers in the design and implementation of tests is selecting the method of scoring for the tool used to perform the evaluation. This attribute indirectly reveals the tester’s ethical beliefs and personal stance on testing pedagogy. This is another study challenging the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements, for experimental purposes, a simple polychotomous partial-credit scoring system on official tests administered for the National Foreign Language Exam System in Greece (NFLES-Gr). The study comes in support of earlier findings on the subject by the same authors in analogous smaller-scale studies. The MCT items chosen were completed by a total of 1,922 subjects in different levels of the NFLES-Gr test for Italian as an L2 in Greece. Results clearly indicate that the tested scoring procedure provides refined insights into students’ interlanguage levels, enhances sensitivity in scoring procedures, and may provide significant differences for testees found to be close to the pass/non-pass borderline without jeopardizing test reliability.
Highlights
Correspondence concerning this article should be addressed to Anna Mouti, Department of Computer Science and Biomedical Informatics, University of Thessaly, Lamia Campus, Papasiopoulou 2-4 Street, One among the main concerns of language testers in the design and implementation of tests is selecting the method of scoring for the tool used to perform the evaluation
This attribute indirectly reveals the tester’s ethical beliefs and personal stance on testing pedagogy. This is another study challenging the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements, for experimental purposes, a simple polychotomous partial-credit scoring system on official tests administered for the National Foreign Language Exam System in Greece (NFLES-Gr)
Experts recognized a polychtomous pattern in five items, which again proved to be more difficult to complete than the dichotomous items, as indicated by the facility index (Dichotomous FI =0.73> Polychotmous FI=0.40)
Summary
Correspondence concerning this article should be addressed to Anna Mouti, Department of Computer Science and Biomedical Informatics, University of Thessaly, Lamia Campus, Papasiopoulou 2-4 Street, One among the main concerns of language testers in the design and implementation of tests is selecting the method of scoring for the tool used to perform the evaluation This attribute indirectly reveals the tester’s ethical beliefs and personal stance on testing pedagogy. The related bibliography is increasing considerably: a) from a theoretical consideration of the issue (Hamp-Lyons, 1997; Farhady, 1999; McCoubrie, 2004; Kunnan, 2014), b) to suggestions for fairness integration in practice (Xi, 2010; Davis, 2010), or c) to suggestions for testing fairness statistically (Kunnan, 2010) This development is welcomed by both testers and testees alike. This issue has been the subject of a great deal of research and discussion in the related literature, a selection of which is presented in more detail in the following chapter
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