Quality Assurance in the National Tests of English: Investigating What Makes Reading Difficult

Autores/as

  • Angela Hasselgreen University of Berge
  • Torbjørn Torsheim University of Bergen
  • Craig Grocott UniResearch

DOI:

https://doi.org/10.15845/bells.v7i0.1083

Palabras clave:

assessment, testing, reading difficulty

Resumen

This article presents a piece of research, conducted in order to validate the claims made in test results, concerning what it means – in terms of reading ability – to be placed at a particular mastery level. It will consider the question of what makes reading tasks difficult, and whether data from the National Tests of English (NTE) supports the progression of subskills/reading operations as presented in the mastery level descriptors, which are the basis of test results

Biografía del autor/a

Angela Hasselgreen, University of Berge

Professor of language didactics. Research Group for Language Testing and Assessment

Torbjørn Torsheim, University of Bergen

Professor, Institutt for samfunnspsykologi

Citas

Alderson, J.C. 2000. Assessing Reading. Cambridge: Cambridge Univer­sity Press.

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Gao, L. and W.T. Rogers. 2011. “Use of Tree-based Regression in the Analysis of L2 Reading Test Items”. Language Testing 28 (1):77–104.

Mestringsbeskrivelser 2016. “Mestringsbeskrivelser og hva nasjonale prøver måler,” Utdanningsdirektoratet, (Norwegian Directorate for Education and Training), https://www.udir.no/eksamen-og-prover/ prover/nasjonale-prover/mestringsbeskrivelser-og-hva-provene-mal­er/ (accessed 4 January, 2017).

Nasjonale prøver 2016. “Kva er nasjonale prøvar?” Utdanningsdirekto­ratet, (Norwegian Directorate for Education and Training), https:// www.udir.no/eksamen-og-prover/prover/nasjonale-prover/om-nas­jonale-prover/ (accessed January 4, 2017).

Plakans, L. and Z. Bilji. 2016. “Cohesion Features in esl Reading: com­paring beginning, intermediate and advanced textbooks”. Reading in a Foreign Languag, 28 (1):79–100

Kahlifa , H. and C.J. Weir. 2009. Examining Reading: Research and Prac­tice in Assessing Second Language Reading. Studies in Language Test­ing 29. Cambridge: Cambridge University Press.

Hasselgreen, A. and G. Caudwell. 2016. Assessing the Language of Young Learners (British Council Monographs 1). Sheffield: Equinox.

Lumley, T., A. Routitsky, J. Mendelovits and D. Ramalingam. 2012. “A Framework for Predicting Item Difficulty in Reading Tests.” Paper presented at the American Educational Research Association Meet­ing, Vancouver, April 13–17.

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Publicado

2017-09-08

Cómo citar

Hasselgreen, Angela, Torbjørn Torsheim, y Craig Grocott. 2017. «Quality Assurance in the National Tests of English: Investigating What Makes Reading Difficult». Bergen Language and Linguistics Studies 7 (septiembre). https://doi.org/10.15845/bells.v7i0.1083.

Número

Vol. 7 (2017): Remaining Relevant – Modern Language Studies Today

Sección

Articles

Licencia

Derechos de autor 2017 Angela Hasselgreen, Craig Grocott and Torbjørn Torsheim

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.