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Developing individualized feedback for listening assessment: Combining standard setting and cognitive diagnostic assessment approaches
Language Testing ( IF 2.400 ) Pub Date : 2021-02-25 , DOI: 10.1177/0265532221995475
Shangchao Min 1, 1 , Lianzhen He 1
Affiliation  

In this study, we present the development of individualized feedback for a large-scale listening assessment by combining standard setting and cognitive diagnostic assessment (CDA) approaches. We used the performance data from 3358 students’ item-level responses to a field test of a national EFL test primarily intended for tertiary-level EFL learners. The results showed that proficiency classifications and subskill mastery classifications were generally of acceptable reliability, and the two kinds of classifications were in alignment with each other at individual and group levels. The outcome of the study is a set of descriptors that describe each test taker’s ability to understand certain level of oral texts and his or her cognitive performance. The current study, by illustrating the feasibility of combining standard setting and CDA approaches to produce individualized feedback, contributes to the enhancement of score reporting and addresses the long-standing criticism that large-scale language assessments fail to provide individualized feedback to link assessment with instruction.



中文翻译:

开发用于听觉评估的个性化反馈:结合标准制定和认知诊断评估方法

在这项研究中,我们通过结合标准设置和认知诊断评估(CDA)方法,提出了针对大规模听觉评估的个性化反馈的开发方法。我们使用了3358名学生在项目级回答中的表现数据,对主要用于高等EFL学习者的全国EFL考试进行了现场测试。结果表明,熟练度分类和亚技能掌握度分类通常具有可接受的可靠性,并且这两种分类在个人和小组级别上是相互一致的。研究的结果是一组描述符,描述了每位应试者理解一定水平的口语文本的能力以及他或她的认知能力。目前的研究

更新日期:2021-02-26
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