Specs Validation of a Dynamic Reading Comprehension Test for EAP Learners in an EFL Context
Validation is carried out to explore the different facets that come into play to design useful dynamic tests. This chapter underscored a theoretical and practical overview of test specs (specs) validation of a dynamic assessment (DA) of a reading comprehe
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Abstract Validation is carried out to explore the different facets that come into play to design useful dynamic tests. This chapter underscored a theoretical and practical overview of test specs (specs) validation of a dynamic assessment (DA) of a reading comprehension test for learners of English in an EAP program. A special focus was attended to qualitative and quantitative data analyses of interactions between two mediators and test-takers in three testing phases: Input, interaction and output and a Multi-Faceted RASCH Measurement, FACETS analysis, of test scores. Results showed that test-takers’ performance significantly improved with the support of a mediator; thus resulting in a more relevant output. The FACETS quantitative results also confirmed the results of the qualitative analysis. The study suggested a list of specs for designing dynamic reading tests for learners of English in a similar-related context. Limitations and recommendations were also discussed.
Keywords Dynamic assessment Dynamic reading Zone of Proximal Development (ZPD) Mediated Learning Experience (MLE) Specs validation Socio-Cultural Theory (SCT) Classroom-based assessment (CBA) Cognitive & metacognitive strategies
1 Introduction In many educational contexts, testing has always been informed by a theory rooted in a classical way of testing with candidates performing solely on the test. Research on assessment has addressed the classical mode of assessment; however, DA, being used in cognitive assessment (de Beer, 2010), has not been given its due importance as a complex enterprise even though it has room in integrating learning and testing S. Hidri (&) English Language Institute, University of Jeddah, Jeddah, Kingdom of Saudi Arabia e-mail: [email protected] S. Hidri Faculty of Human and Social Sciences of Tunis, Tunis, Tunisia © Springer International Publishing Switzerland 2017 S. Hidri and C. Coombe (eds.), Evaluation in Foreign Language Education in the Middle East and North Africa, Second Language Learning and Teaching, DOI 10.1007/978-3-319-43234-2_19
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and making decisions on the curriculum. de Beer (2010, p. 241) contends that “DA refers to an assessment approach that includes a learning opportunity during assessment in order to provide information on the current as well as the potential future performance levels of the individual being assessed-typically by means of a test-train-retest process.” In implementing DA, there exist some learning handicaps reflected in the test-takers’ poor background knowledge who most often fail to relate actual knowledge of the test to their background knowledge. Classical assessments overlooked the assessment of such types of knowledge, skills, sub-skills and language abilities (Macrine & Sabbatino, 2008). Because of such learning deficiencies, using DA becomes a necessary and complimentary tool to develop the learners’ cognitive and meta-cognitive reading strategies. Traditionally, addressing specs of language skills, such as reading, has gained momentum
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