A Fairness Issue: Test Method Facet and the Validity of Grammar Sub-tests of High-Stakes Admissions

Khoii, Roya; Shamsi, Nazli

doi:10.20533/licej.2040.2589.2012.0118

Cited by 2 publications

(4 citation statements)

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“…Besides the previous studies, this study shares the importance of using more than one test formats with Khoii (2012. It supported the idea that the test method facet could be a strong source of bias in language testing. But this study added also that using one device for testing could affect our testing process and deprive the students from his chance to get better mark or better practice.…”

Section: Discussionsupporting

confidence: 77%

“…In another words, the findings proved that the cloze procedure did not improve the subjects' knowledge of grammar any more than the multiple-choice Fatta 11 grammar test did. Khoii and Shamsi (2012) investigated the effects of different test formats on the measurement of grammatical knowledge by comparing the construct validities of two different formats of error-identification grammar tests (one with four options for each item and one with a no error option as the fifth option) and a multiple choice grammar test. After administering all the three tests to 131 Iranian EFL learners, it was found that while the TOEFL error-identification test enjoyed the highest level of construct validity, the no-error option in the SAT erroridentification test reduced its construct validity to a considerable degree, indicating that including no error options in admissions test does not allow an accurate evaluation of examinees' grammatical knowledge.…”

Section: Related Studies To Testing Grammarmentioning

confidence: 99%

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The effectiveness of using multi devices technique on testing grammar of university students

Fatta¹

2016

Int. J. English Lit.

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The present study was an attempt to determine the effectiveness of using multi-devices technique to develop students' grammatical ability. Participants were 40 Preparatory Year Treatment students from Qassim Private Colleges in Saudi Arabia. The experimental group (N 20) used multi devices technique for testing grammar; online testing, mobile testing, machine testing (auto test) and pen and paper testing technique whereas the control group (N20) was tested through two exams; midterm and final exams in a paper and a pen format. The pre-post-test comprised two parts, the first part includes multiple-choice questions, the second part includes fill in gaps questions. Results of the t. test analysis revealed that using multi devices technique yielded significant effects on students' grammar, i.e. the experimental group outperformed the control group. .

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Section: Discussionsupporting

confidence: 77%

Section: Related Studies To Testing Grammarmentioning

confidence: 99%

The effectiveness of using multi devices technique on testing grammar of university students

Fatta¹

2016

Int. J. English Lit.

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“…Loh and Shih (2016) implemented an evidence-based approach toward test fairness. Moreover, the other studies mentioned previously, e.g., Khoii and Shamsi (2012) and Pishghadam and Tabataba'ian (2011), tried to explore the effect of other factors such as test format on test fairness; however, the present study considered the examination of the notion of fairness using TFF.…”

Section: Social Consequencesmentioning

confidence: 97%

“…In the same way, Khoii and Shamsi (2012) investigated the effects of different test formats on the measurement of grammatical knowledge by comparing the construct validities of two different formats of error-identification grammar tests and a multiplechoice grammar test. They compared these formats in MA entrance exam with TOEFL error identification test and SAT test.…”

Section: Literature Reviewmentioning

confidence: 99%

The application of Kunnan’s test fairness framework (TFF) on a reading comprehension test

Moghadam

Nasirzadeh

2020

Lang Test Asia

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The present study tries to investigate the fairness of an English reading comprehension test employing Kunnan's (2004) test fairness framework (TFF) as the most comprehensive model available for test fairness. The participants of this study comprised 300 freshman students taking general English course chosen based on the availability sampling, three test developers, and seven university officials, administering the test. The main instrument is the teacher-made reading comprehension test to examine its validity, reliability, and differential item functioning (DIF). Furthermore, to examine the other modules of TFF, namely, access, administration, and social consequence, a questionnaire and semi-structured interviews with the test developers and test administrators were applied. In order to analyze the data, exploratory factor analysis is used to evaluate test validity employing Minitab software. Moreover, t test and ANOVA were used to examine the disparate impact of the test using SPSS package. Furthermore, the Mantel-Haenszel procedure is applied to determine the DIF, while coding the required formulas in R programming. The frequencies of different aspects of access and test administration are explained and consolidated by qualitative data gleaned from interview sessions. Examining the data with respect to TFF modules, it was concluded the test must be enhanced in terms of validity, while it is totally fair. The statistical procedure and the mixed research design implemented in the present study can be a sound model to be applied by test developers to enhance the test fairness of the exams.

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A Fairness Issue: Test Method Facet and the Validity of Grammar Sub-tests of High-Stakes Admissions

Abstract: The

Cited by 2 publications

References 11 publications

The effectiveness of using multi devices technique on testing grammar of university students

The effectiveness of using multi devices technique on testing grammar of university students

The application of Kunnan’s test fairness framework (TFF) on a reading comprehension test

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