The Relationship Between Computer Familiarity and Performance on Computer‐based Toefl Test Tasks

Taylor, Carol A.; Jamieson, Joan; Eignor, Daniel R.; Kirsch, Irwin S.

doi:10.1002/j.2333-8504.1998.tb01757.x

Cited by 51 publications

(43 citation statements)

References 13 publications

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“…This is of importance because, according to Taylor et al (1998), [M]any in the field of language testing are concerned that the introduction of a computerbased TOEFL test in 1998 will confound language proficiency with computer proficiency and thus bring in construct-irrelevant variance to the measurement of examinees'…”

Section: Students' Computer Competencementioning

confidence: 99%

“…The focus of the Taylor et al (1998) study was whether the students' level of computer literacy would affect their ability to do well on CBT. It was possible at that time to find TOEFL candidates who were not familiar with computers and who needed to take advantage of the CBT computer-familiarization tutorials to be able to demonstrate their language ability.…”

Section: Students' Computer Competencementioning

confidence: 99%

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The Impact of Changes in the Toefl Examination on Teaching and Learning in Central and Eastern Europe: Phase 1, the Baseline Study

Wall

Horák

2006

ETS Research Report Series

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ETS is an Equal Opportunity/Affirmative Action Employer.As part of its educational and social mission and in fulfilling the organization's non-profit Charter and Bylaws, ETS has and continues to learn from and also to lead research that furthers educational and measurement research to advance quality and equity in education and assessment for all users of the organization's products and services.Copyright © 2006 by ETS. All rights reserved.No part of this report may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Violators will be prosecuted in accordance with both U.S. and international copyright laws. ETS, the ETS logos, GRADUATE RECORD EXAMINATIONS, GRE, POWERPREP, TOEFL, the TOEFL logo, TSE, and TWE are registered trademarks of Educational Testing Service (ETS). The TEST OF ENGLISH AS A FOREIGN LANGUAGE, TEST OF SPOKEN ENGLISH, and TEST OF WRITTEN ENGLISH are trademarks of ETS.College Board is a registered trademark of the College Entrance Examination Board. AbstractThe purpose of this report is to present the findings of the first phase in a longitudinal study of the impact of changes in the TOEFL® test on teaching and learning in test preparation classrooms. Observations were carried out and interviews conducted with teachers, students, and directors of studies at 10 institutions in six countries in Central and Eastern Europe. The findings constitute a baseline against which finding from future phases can be compared. The report includes an analysis of the types of impact originally envisaged by advisers to the new TOEFL and a discussion of factors in the educational context that may influence the types of impact that may appear once the new test is operational. ETS administers the TOEFL program under the general direction of a policy board that was established by, and is affiliated with, the sponsoring organizations. Members of the TOEFL Board (previously the Policy Council) represent the College Board, the GRE Board, and such institutions and agencies as graduate schools of business, two-year colleges and nonprofit educational exchange agencies.A continuing program of research related to the TOEFL test is carried out in consultation with the TOEFL Committee of Examiners. Its members include representatives of the TOEFL Board and distinguished English as a second language specialists from the academic community. The Committee advises the TOEFL program about research needs and, through the research subcommittee, reviews and approves proposals for funding and reports for publication. Members of the Committee of Examiners serve four-year terms at the invitation of the Board; the chair of the committee serves on the Board.Because the studies are specific to the TOEFL test and the testing program, most of the actual research is conducted by ETS staff rather than by outside researchers. Many projects require the cooperation of other institutions, ...

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Section: Students' Computer Competencementioning

confidence: 99%

Section: Students' Computer Competencementioning

confidence: 99%

The Impact of Changes in the Toefl Examination on Teaching and Learning in Central and Eastern Europe: Phase 1, the Baseline Study

Wall

Horák

2006

ETS Research Report Series

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“…However, there is a profusion of research on the use of technology for assessing general language skills, most of which involves reviews, critiques, and/or comparisons of the various computerized language tests, including some of the most prominent standardized test such as the computer-based Test of English as a Foreign Language (TOEFL-cbt) and its successor, the Web-based TOEFL_iBT, the International English Language Testing System (IELTS), and the Test of English for International Communication (TOEIC, Bachman, 2000;Brown, 1997;Chalhoub-Deville & Deville, 1999;Chapelle, Jamieson, & Hegelheimer, 2003;Dunkel, 1991Dunkel, , 1999Sawaki, 2001;Stricker, 2002;Taylor, Jamieson, Eignor, & Kirsch, 1998).…”

Section: Introductionmentioning

confidence: 99%

A Case for Faculty Involvement in EAP Placement Testing

James¹,

Templeman²

2009

TESL

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“…Taylor et al (1998), for example, studied the comparability of PB and CB versions for the 1996 administration of the TOEFL exam and found no significant differences in score for test-takers taking the two different versions [4]. Likewise, Wise and Plake (1989) contended that PB and CB versions of achievement tests yield very similar scores [5].…”

Section: Literature Reviewmentioning

confidence: 99%

Score Equivalence between Paper-based and Computer-based College Students' English Writing

Ji¹

2017

Proceedings of the 2017 2nd International Conference on Education, Management Science and Economics (ICEMSE 2017)

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Abstract-Paper-based and computer-based writings are two usual modes used by English teachers in teaching writing. Computer and assessment familiarity, however, may have influence on students' performance in their writings, so the reliability of the scores given in the two modes is challenged. This paper studied college students' scores in 298 writings on the two modes and found no significant difference in the score equivalence from overall view between paper-based and computer-based English writing though there was slight difference in scores given to Lexical Resources and Coherence and Cohesion. The research findings may ease some teachers anxiety about the reliability of scores for computer-based writing.

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The Relationship Between Computer Familiarity and Performance on Computer‐based Toefl Test Tasks

Cited by 51 publications

References 13 publications

The Impact of Changes in the Toefl Examination on Teaching and Learning in Central and Eastern Europe: Phase 1, the Baseline Study

The Impact of Changes in the Toefl Examination on Teaching and Learning in Central and Eastern Europe: Phase 1, the Baseline Study

A Case for Faculty Involvement in EAP Placement Testing

Score Equivalence between Paper-based and Computer-based College Students' English Writing

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