Validity Study of the College Board Achievement Test in Russian Listening-Reading at U.T. Austin during the Academic Year 1986-1987.

Autor/inn/en	Appenzellar, Anne B.; Kelley, H. Paul
Institution	Texas Univ., Austin. Measurement and Evaluation Center.
Titel	Validity Study of the College Board Achievement Test in Russian Listening-Reading at U.T. Austin during the Academic Year 1986-1987.
Quelle	(1989), (70 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Students; Correlation; Decision Making; Equivalency Tests; Higher Education; Language Proficiency; Language Tests; Listening Comprehension Tests; Multiple Choice Tests; Reading Tests; Russian; Second Language Learning; Student Placement; Test Interpretation; Test Validity; College Board Achievement Tests + Suchen Sie Ihr Suchwort? Collegestudent; Korrelation; Decision-making; Entscheidungsfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Hörverstehensübung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lesetest; Russisch; Zweitsprachenerwerb; Schülerpraktikum; Test analysis; Testauswertung; Testvalidität
Abstract	The University of Texas at Austin conducted a validity study of the College Board Achievement Test in Russian Listening-Reading during the 1986-87 academic year. The test, a multiple-choice test with audio-taped and reading portions, was administered to 298 students in 22 sections of 8 courses in Russian. The purpose was to revalidate the test as a course placement instrument for students with prior knowledge of Russian and to determine the scores to be used by the University's Department of Slavic Languages in making decisions about course placement and credit by examination. Analysis of the data was based on 295 sets of test scores, preliminary course grades, and final course grades. A final set of six guidelines was developed for faculty selection of decision scores for the various course levels. The correlation coefficients, higher than usual for validity studies conducted by the Center for Measurement and Evaluation at the University, suggested a strong positive relationship between the content of the test and that of the lower-division Russian courses, as well as a strong positive relationship between student performance on this test and grades assigned by instructors. Nineteen tables in the text and 33 in the appendices give test results for the various course levels. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC