Are Teacher Perspectives Useful? Incorporating EFL Teacher Feedback in the Development of a Large-Scale International English Test

Autor/in	So, Youngsoon
Titel	Are Teacher Perspectives Useful? Incorporating EFL Teacher Feedback in the Development of a Large-Scale International English Test
Quelle	In: Language Assessment Quarterly, 11 (2014) 3, S.283-303 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2014.936936
Schlagwörter	Teacher Attitudes; Test Construction; Feedback (Response); Language Tests; Second Language Learning; English (Second Language); Interviews; Language Teachers; Second Language Instruction; Foreign Countries; Case Studies; Test Validity; Scores; Focus Groups; Decision Making; Correlation; Generalization; Middle School Students; Language Enrichment; Private Schools; Public Schools; South Korea; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Lehrerverhalten; Testaufbau; Language test; Sprachtest; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Ausland; Case study; Fallstudie; Case Study; Testvalidität; Decision-making; Entscheidungsfindung; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Private school; Privatschule; Public school; Öffentliche Schule; Korea; Republik
Abstract	This article presents a case study incorporating English teachers' perspectives into the development of a large-scale international English assessment, the recently developed "TOEFL Junior"® Comprehensive test. It discusses how stakeholder feedback gathered during test development supports the validity argument for score interpretation and the use of a newly developed test. When the pilot version of the test was administered, focus-group interviews were conducted to gather teacher perspectives on the test. Teachers of English as a foreign language in Korea from different types of institutions--public schools, private mainstream schools, and private after-school English enrichment programs--were invited to participate. This article discusses how the interviews were conducted and summarizes the teachers' major comments about the test. Then, it discusses how the teachers' recommendations and suggestions were reflected in the final test design decisions. During the decision-making process, the teachers' comments were examined in light of various statistical results, such as interitem correlations and generalizability analyses. The article concludes with a broader discussion of how teachers' perspectives, which have not often been incorporated into the development of large-scale international assessments, can make an important difference in designing a test and, consequently, enhance the validity of the test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10