Use Of Language Tests Research Articles

Modern language testing at the turn of the century: assuring that what we count counts

In the past twenty years, language testing research and practice have witnessed the refinement of a rich variety of approaches and tools for research and development, along with a broadening of philosophical perspectives and the kinds of research questions that are being investigated. While this research has deepened our understanding of the factors and processes that affect performance on language tests, as well as of the consequences and ethics of test use, it has also revealed lacunae in our knowledge, and pointed to new areas for research. This article reviews developments in language testing research and practice over the past twenty years, and suggests some future directions in the areas of professionalizing the field and validation research. It is argued that concerns for ethical conduct must be grounded in valid test use, so that professionalization and validation research are inseparable. Thus, the way forward lies in a strong programme of validation that includes considerations of ethical test use, both as a paradigm for research and as a practical procedure for quality control in the design, development and use of language tests.

Implications of using a vocabulary test standardised on monoglots, with dual‐language children

ABSTRACT Abudarham (1987) has advocated the use of the conceptual vocabulary (CV) (Swain, 1972) when assessing the vocabulary of dual‐language (DL) subjects. CV refers to the ability to name referents in either language. It is thus, a measure of ‘naming power’ rather than vocabulary in L1 and/or L2. A DL subject may respond correctly to 40 test stimuli in a ‘bilingual’ test. However, these may refer to only 20 referents known in both languages. On the other hand, 30 correct responses in only one language may relate to 30 different referents. The former's CV would be 20 and that of the latter, despite an ‘inferior’ vocabulary, would be 30. Using CV as a measure of language ability at a lexical level could help in the differential diagnosis between an L2 or a specific language‐learning problem. The response to the first 75 items of the British Picture Vocabulary Scales (BPVS) (Dunn et al., 1982) by 392 DL (Spanish/English) Gibraltarian children, aged 4–12 years, were analysed. Each item was presented in both languages. The raw scores for L1, L2 and CV were converted to standard scores (SSs) (see the BPVS manual (Dunn et al., 1982)). Although this could be justified for responses in English (Abudarham, 1995), there is little psychometric justification for doing so for performance in L1 (Spanish) or CV. However, as Genesee (1989) points out, ‘the purpose of this type of examination is not to prove the hypothesis that DL children's lexical development (L1, L2, CV) is comparable to their monoglot peers’, since the available data are not considered to be adequate, but rather to establish tenability'. A SS of more than 85 was obtained in English by children up to the age of 4;11 and in Spanish by children up to the age of 5;5. Depending on the language tested, all children above these respective ages could be considered as having a language problem and be referred for language therapy. Given that all these subjects were considered to have no learning or language disability, the results give alarming warnings regarding the use of language tests standardised on monoglots, with DL children. When, however, the SSs for CV were calculated, subjects up to the age of 7;5 were within ‘normal limits’. The results of this study show that CV is a more valid indicator of the true lexico‐conceptual skills of a DL child. However, they also show the dangers of testing in only one language or even in both independently. According to these results, the performance of a 5 1/2‐year‐old child in L2 or LI might make him eligible for speech and language therapy. However, his CV SS would not. This type of child may well need help with his second (or first) language but would probably not need language therapy. Finally, the total vocabulary of a DL child should not be assessed as if it comprised two separate languages.

The Use of Language Tests

The Use of Language Tests

Achievement in Modern Foreign Languages in Negro Colleges of America

Achievement in Modern Foreign Languages in Negro Colleges of is a study designed to focus attention on language teaching and learning in Negro Colleges of America with the view of measuring and implementing progress. The study grew out of discussions with Professor Frederic D. Cheydleur, of the Department of French and Italian, University of Wisconsin, who has during the past twenty years directed testing programs at the University of Wisconsin and in other institutions of learning and who supervised this research for the doctorate. Specifically, the aims of the study are to sketch historically the use of language tests; to measure achievement in three of the Modern Foreign Languages-French, German, and Spanish-in Negro Colleges; to consider the value of a standardized testing urogram; and to stimulate keener analysis of individual and group accomplishment in languages so that language study may have increased significance for personal, social, national, and international living. Why test ? This is a question to which numerous test experts in education and psychology have given short and long answers considering the student's standpoint and the stand-