Development and Validation of an ESL Diagnostic Reading-to-Write Test: An Effect-Driven Approach
Kim, Ji Young
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https://hdl.handle.net/2142/80060
Description
Title
Development and Validation of an ESL Diagnostic Reading-to-Write Test: An Effect-Driven Approach
Author(s)
Kim, Ji Young
Issue Date
2008
Doctoral Committee Chair(s)
Carolyn Jane Anderson
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Language and Literature
Language
eng
Abstract
Multiple perspectives and the evidence observed during the validation process not only strengthened validity arguments, but also enhanced understanding of the complexity of test effects. In addition to the supporting evidence, however, some factors that might mediate the achievement of the intended effects were observed. The observation of the mediating factors, such as diverse needs for a diagnostic test and various meanings of test effects among different users, suggested the importance of a systematic research design and careful interpretations of effects in a positive washback study.
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