Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
This research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language profi...
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-03-01
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| Series: | Languages |
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| Online Access: | https://www.mdpi.com/2226-471X/7/1/65 |
| _version_ | 1797446097470226432 |
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| author | Asli Lidice Gokturk Saglam Dina Tsagari |
| author_facet | Asli Lidice Gokturk Saglam Dina Tsagari |
| author_sort | Asli Lidice Gokturk Saglam |
| collection | DOAJ |
| description | This research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language proficiency test is used upon completion of the English language preparatory program in the Turkish context to determine learners’ access to further English medium academic courses in their departments. To examine whether this source-based proficiency test has achieved its intended outcomes, 39 freshman students and 19 university instructors, who offered courses in various departments, were surveyed through questionnaires. Interviews were conducted with the instructors to gauge their perspectives about the validity of the integrated proficiency test-based decisions (whether students pass or fail) over time in terms of the language competency and academic skills of their learners. Quantitative and qualitative data analysis also revealed evidence both for positive and negative issues concerning the consequential validity of the test. Findings may help educators to reach a better understanding of the construct of integrated language assessment tasks in EAP contexts and the consequences of their use in achieving the intended and unintended curricular goals. |
| first_indexed | 2024-03-09T13:35:21Z |
| format | Article |
| id | doaj.art-b64e3d1ef19f4ab88ca03b78babb0180 |
| institution | Directory Open Access Journal |
| issn | 2226-471X |
| language | English |
| last_indexed | 2024-03-09T13:35:21Z |
| publishDate | 2022-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Languages |
| spelling | doaj.art-b64e3d1ef19f4ab88ca03b78babb01802023-11-30T21:13:01ZengMDPI AGLanguages2226-471X2022-03-01716510.3390/languages7010065Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency AssessmentAsli Lidice Gokturk Saglam0Dina Tsagari1Department of Language and Literature Studies, University of South Eastern Norway, 3184 Borre, NorwayDepartment of Primary and Secondary Teacher Education, Oslo Metropolitan University, 0167 Oslo, NorwayThis research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language proficiency test is used upon completion of the English language preparatory program in the Turkish context to determine learners’ access to further English medium academic courses in their departments. To examine whether this source-based proficiency test has achieved its intended outcomes, 39 freshman students and 19 university instructors, who offered courses in various departments, were surveyed through questionnaires. Interviews were conducted with the instructors to gauge their perspectives about the validity of the integrated proficiency test-based decisions (whether students pass or fail) over time in terms of the language competency and academic skills of their learners. Quantitative and qualitative data analysis also revealed evidence both for positive and negative issues concerning the consequential validity of the test. Findings may help educators to reach a better understanding of the construct of integrated language assessment tasks in EAP contexts and the consequences of their use in achieving the intended and unintended curricular goals.https://www.mdpi.com/2226-471X/7/1/65consequential validityintegrated language assessmenttest consequencesteacher perceptionsstudent perceptionswashback |
| spellingShingle | Asli Lidice Gokturk Saglam Dina Tsagari Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment Languages consequential validity integrated language assessment test consequences teacher perceptions student perceptions washback |
| title | Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment |
| title_full | Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment |
| title_fullStr | Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment |
| title_full_unstemmed | Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment |
| title_short | Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment |
| title_sort | evaluating perceptions towards the consequential validity of integrated language proficiency assessment |
| topic | consequential validity integrated language assessment test consequences teacher perceptions student perceptions washback |
| url | https://www.mdpi.com/2226-471X/7/1/65 |
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