Large-Scale Assessment of Language Proficiency: Theoretical and Pedagogical Reflections on the Use of Multiple-Choice TestsReport as inadecuate




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International Journal of English Studies, v13 n2 p21-38 2013

The new requirement placed on students in tertiary settings in Spain to demonstrate a B1 or a B2 proficiency level of English, in accordance with the Common European Framework of Reference for Languages (CEFRL), has led most Spanish universities to develop a program of certification or accreditation of the required level. The first part of this paper aims to provide a rationale for the type of test that has been developed at the "Universidad Politécnica de Madrid" for the accreditation of a B2 level, a multiple choice version, and to describe how it was constructed and validated. Then, in the second part of the paper, the results from its application to 924 students enrolled in different degree courses at a variety of schools and faculties at the university are analyzed based on a final test version item analysis. To conclude, some theoretical as well as practical conclusions about testing grammar that affect the teaching and learning process are drawn.

Descriptors: Language Proficiency, Multiple Choice Tests, Second Language Learning, Foreign Countries, Guidelines, English (Second Language), Grammar, Language Tests, Teaching Methods, Learning Processes, Test Validity, Test Items, Item Analysis, College Students

University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones[at]um.es; Web site: http://www.um.es/ijes





Author: Argüelles Álvarez, Irina

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=500&id=EJ1042854



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