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Language Testing Practical Task

Extracts from this document...

Introduction

Language Testing Practical Task Question 1: The three files provided for this task contain information about a grammar test (the test itself, the answer key and a set of data from 100 students who sat the test). Using this information, write a review of the test. The review should contain: An analysis of the test items (at least item facility & discriminability) An estimate of the internal consistency of the test An analysis of the test and answer key from a qualitative perspective (supported by the information gathered in the item and test analyses) A short discussion of why some of the items are not operating as hoped for (or why they are operating as expected) A series of recommendations for the improvement of the test (1675 words) CONTENTS Page Introduction ..............................................................3 1. Analysis of the test items................................................3 1.1 Item Difficulty............................................................3 1.2 Item Discriminability...................................................5 1.3 Internal Consistency...................................................5 2. Why are some of the items not operating as hoped?.............6 3. An analysis of the test and answer key from a qualitative perspective............................................6 4. Recommendations.........................................................8 Bibliography....................................................................9 Appendix 1: Item Difficulty...................................................................10 Appendix 2: Item Discrimination........................................11 Appendix 3: Split Half Method.........................................................................15 Introduction One of the most common methods of testing grammatical ability is through multiple choice (MC) tests (Kitao, 1996); as such it has become an important element for many second language learners. Using an analysis of the test items we shall employ three statistical tests: item difficulty, item discriminability and a means test, all of which aim to provide a measuring stick of the effectiveness of the test's ability to discriminate between students. We shall then apply a Pearson's Product statistical test to see if the test is valid and use the data collected to see if the test is sufficient for measuring grammatical ability. The question and answer papers will then be qualitatively analysed and a short discussion of the main issues will ensue. One of the main elements of this paper is to examine why some items of the test appear to favour the lower subset of testers over higher scoring testers. ...read more.

Middle

15 93 .93 16 71 .71 17 91 .91 18 70 .70 19 72 .72 20 50 .50 21 78 .78 22 65 .65 23 65 .65 24 61 .61 25 70 .70 26 41 .41 27 74 .74 28 75 .75 29 28 .28 30 54 .54 Appendix 2: Item Discrimination Highlighted numbers represent a wrong answer: e.g. 1 2 3 4 5 Item Student Score TOP GROUP T1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 27 T2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 27 T3 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 26 T4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 26 T5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 26 T6 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 26 T7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 26 T8 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 25 T9 1 2 3 4 5 6 7 8 ...read more.

Conclusion

8 9 24 12 6 25 11 9 26 13 10 27 10 8 28 12 10 29 14 8 30 10 7 31 14 11 32 15 11 33 13 13 34 12 9 35 11 13 36 15 14 37 13 9 38 13 9 39 13 10 40 11 13 41 13 9 42 14 10 43 10 11 44 14 10 45 11 7 46 14 10 47 13 10 48 11 9 49 15 8 50 11 12 51 10 13 52 13 5 53 12 10 54 13 9 55 10 11 56 10 9 57 14 7 58 11 9 59 10 11 60 11 12 61 17 4 62 11 17 62 10 12 63 12 7 64 12 6 65 12 7 66 12 7 67 12 11 68 12 10 69 11 10 70 15 12 71 11 12 72 11 9 73 15 8 74 8 11 75 14 14 76 10 13 77 10 10 78 11 9 79 13 9 80 10 14 81 13 4 82 13 11 83 11 10 84 11 12 85 12 10 86 13 13 87 12 12 88 12 8 89 12 12 90 11 10 91 10 13 92 12 5 93 14 12 94 11 14 95 13 11 96 13 9 97 11 11 98 12 12 99 8 12 100 13 13 Pearson Product Moment Correlation - Ungrouped Data Statistic Variable Y Variable X Mean 11.810000 9.820000 Variance 3.153900 7.267600 Standard Error 1.775922 2.695849 Covariance 1.935800 Correlation 0.404335 Determination 0.163487 T-Test 4.376406 Critical 2-sided T-value (5%) 2.000000 2-sided p-value 0.000030 Critical 1-sided T-value (5%) 1.671000 1-sided p-value 0.000015 Degrees of Freedom 98 Observations 100 Source: http://www.wessa.net/corr.wasp 1 See appendix1 for results 2 Brown (1996) asks `what is acceptable?` It seems that the answer depends on a number of factors including the number of questions, the `fit` of the test and how the test is applied. ?? ?? ?? ?? 1 ...read more.

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