Assessing the Validity of Can-Do Statements in Retrospective (Then-Now) Self-Assessment

Autor/inn/en	Brown, N. Anthony; Dewey, Dan P.; Cox, Troy L.
Titel	Assessing the Validity of Can-Do Statements in Retrospective (Then-Now) Self-Assessment
Quelle	In: Foreign Language Annals, 47 (2014) 2, S.261-285 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12082
Schlagwörter	Self Evaluation (Individuals); Pretests Posttests; Interviews; Language Proficiency; Oral Language; Language Tests; Correlation; Predictive Validity; Item Analysis; Internship Programs; Foreign Countries; Achievement Gains; Russian; Second Language Learning; Student Attitudes; Test Reliability + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Korrelation; Itemanalyse; Berufspraktische Ausbildung; Ausland; Achievement gain; Leistungssteigerung; Russisch; Zweitsprachenerwerb; Schülerverhalten; Testreliabilität
Abstract	In this study, the authors evaluated the strengths and limitations of a self-assessment based on ACTFL Can-Do statements ("ACTFL," 2013]) as a tool for measuring linguistic gains over an internship abroad in Russia. They assessed its reliability, determined how its items mapped with the ACTFL scale, and measured the degree to which students' self-evaluations matched oral proficiency interview (OPI) test results (i.e., predictive validity). Data revealed a high level of reliability. Furthermore, self-assessment items ascended in the order of difficulty expected (i.e., Superior items were the most difficult, followed by Advanced), but differences between the means for items representing the ACTFL levels were not statistically significant. Finally, while students demonstrated significant gains from pre- to posttests on both the OPI and the self-assessment, correlations between these measures were only moderate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10