東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Comparison of test directions for ab...

Lakin, Joni Marie.

Linked to FindBook

Google Book

Amazon

博客來

Comparison of test directions for ability tests: Impact on young English-language learner and non-ELL students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Comparison of test directions for ability tests: Impact on young English-language learner and non-ELL students./
Author:	Lakin, Joni Marie.
Description:	187 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2431.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409443
ISBN:	9781124069517

Comparison of test directions for ability tests: Impact on young English-language learner and non-ELL students.
Lakin, Joni Marie.

Comparison of test directions for ability tests: Impact on young English-language learner and non-ELL students. - 187 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2431.

Thesis (Ph.D.)--The University of Iowa, 2010.

Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are attempting. Task familiarity can vary by student as well as by format. By design, nonverbal reasoning tests use formats that are intended to be novel. The popularity of nonverbal reasoning tests has increased substantially in recent years because of the increasing number of English-language learner (ELL) students in many U.S. school districts. Nonverbal tests are thought to eliminate the need for language in test items and to reduce cultural content. Formats on these tests are also assumed to be equally novel for all students. However, in at least one large study, researchers found substantial differences between the average performance of ELL and non-ELL Hispanic students on three of the most widely used nonverbal tests. Although these differences might reflect real variation in cognitive development, they may also reflect differences in knowledge of test formats and the testing practices used in U.S. schools.

ISBN: 9781124069517Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Comparison of test directions for ability tests: Impact on young English-language learner and non-ELL students.
LDR:04892nam 2200361 4500 001 1399711
005 20110926095504.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124069517
035 $a (UMI)AAI3409443
035 $a AAI3409443
040 $a UMI $c UMI
100 1 $a Lakin, Joni Marie. $3 1678713
245 1 0 $a Comparison of test directions for ability tests: Impact on young English-language learner and non-ELL students.
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2431.
500 $a Adviser: David F. Lohman.
502 $a Thesis (Ph.D.)--The University of Iowa, 2010.
520 $a Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are attempting. Task familiarity can vary by student as well as by format. By design, nonverbal reasoning tests use formats that are intended to be novel. The popularity of nonverbal reasoning tests has increased substantially in recent years because of the increasing number of English-language learner (ELL) students in many U.S. school districts. Nonverbal tests are thought to eliminate the need for language in test items and to reduce cultural content. Formats on these tests are also assumed to be equally novel for all students. However, in at least one large study, researchers found substantial differences between the average performance of ELL and non-ELL Hispanic students on three of the most widely used nonverbal tests. Although these differences might reflect real variation in cognitive development, they may also reflect differences in knowledge of test formats and the testing practices used in U.S. schools.
520 $a In this study, I hypothesized that the score gaps between ELL and non-ELL students might, in part, be due to differences in test familiarity and that providing directions that include more practice and feedback might attenuate these differences. I drew from the research on universal design, dynamic assessment, and cross-cultural testing to develop three different types of directions with practice items. I then compared the effects of these three types of test directions on students completing a nonverbal figure analogies test. Figure analogies tests are generally among the best measures of reasoning abilities and are known to be quite difficult for young students. All directions were provided using video with English and Spanish audio and minor animations to concretize the instructions. The three types of directions were nonverbal-dynamic directions, verbal-dynamic directions, and a control condition that used standard test directions. The nonverbal-dynamic directions presented four practice problems that sampled the range of items on the test. Oral instructions and feedback were minimal. The verbal-dynamic directions presented the same four practice problems with more in-depth description and feedback. These directions also described useful strategies for solving items. The standard test directions presented two sample problems with minimal instruction and feedback.
520 $a The sample consisted of 882 students in 40 first- and second-grade classrooms in 8 schools. A hierarchical linear model was used to control for similarity among students nested in classrooms and schools and to account for the assignment of treatment (type of directions) at the classroom level. The model included tests for main effects and interactions among treatment, ELL status, and grade. Results indicated that providing additional practice (the nonverbal-dynamic directions) led to small gains in performance, but that the more extensive set of directions (verbal-dynamic directions) were effective only for high-ability students. Contrary to the hypotheses, there was no interaction of ELL status with treatment. An unexpected finding was that use of teacher-read directions instead of video-based directions led to better performance for second-grade students. I conclude that test directions are an important means for improving test familiarity in young students, but that excessive standardization and lengthening of the directions may hinder performance. I also conclude that the choice of practice items and feedback are crucial considerations in the design of test directions.
590 $a School code: 0096.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0288
690 $a 0441
690 $a 0525
710 2 $a The University of Iowa. $b Psychological & Quantitative Foundations. $3 1669926
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Lohman, David F., $e advisor
790 1 0 $a Dunbar, Stephen B. $e committee member
790 1 0 $a Liskin-Gasparro, Judith E. $e committee member
790 1 0 $a Vispoel, Walter P. $e committee member
790 1 0 $a Welch, Catherine $e committee member
790 $a 0096
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409443