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The relationship between test takers' performance on the TEM4 and their knowledge of the released test specifications
Zhang, Xiaowan
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https://hdl.handle.net/2142/90807
Description
- Title
- The relationship between test takers' performance on the TEM4 and their knowledge of the released test specifications
- Author(s)
- Zhang, Xiaowan
- Issue Date
- 2016-04-22
- Director of Research (if dissertation) or Advisor (if thesis)
- Walters, Francis Scott
- Committee Member(s)
- Davidson, Fred
- Department of Study
- Linguistics
- Discipline
- Teaching of English Sec Lang
- Degree Granting Institution
- University of Illinois at Urbana-Champaign
- Degree Name
- M.A.
- Degree Level
- Thesis
- Date of Ingest
- 2016-07-07T20:27:53Z
- Keyword(s)
- released test specifications
- releasability issue
- Test for English Majors-Band 4 (TEM4)
- test preparation
- Abstract
- The role that released test specifications can play during test preparation is often neglected by test takers, and even researchers. Focusing on the Test for English Majors-Band 4 (TEM4) in a Chinese EFL setting, this paper investigates the preparation effects associated with the use of TEM4 Syllabus, or its released specifications. Data collection involved 48 test takers of the TEM4 recruited from a large university in central China, where the experimental group was given a tutorial session on the TEM4 Syllabus as the treatment. Specifically, the study measured the effects associated with the TEM4 Syllabus by using a quantitative metric of score improvement and a qualitative metric informed by a framework adapted from the work of Messick (1982) and Xie (2013). Along with its exploration of possible preparation effects, this paper also discusses the ethicality of different test preparation methods and touches on the issue of specification releasability (Davidson, 2012).
- Graduation Semester
- 2016-05
- Type of Resource
- text
- Permalink
- http://hdl.handle.net/2142/90807
- Copyright and License Information
- Copyright 2016, Xiaowan Zhang
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Graduate Dissertations and Theses at Illinois PRIMARY
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