Browsing by Subject "Achievement Tests"

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Open Access
The relationship among face validity, reliability and predictive validity of university EFL preparatory school achievement tests
(2007) Küçük, Funda
This study examined the relationship between face validity and relatively more objective measures of tests, such as reliability and predictive validity. The study also examined the face validity, reliability and predictive validity of the achievement tests administered at Zonguldak Karaelmas University Preparatory School. The instruments employed in this study were two questionnaires and C- (beginner) level students’ test scores. First, instructors and students were given questionnaires to define the degree of face validity and reliability of the achievement tests. Second, the correlations between students’ first term averages, second term averages, cumulative averages and the end-of-course assessment scores were examined to find the degree of predictive validity. Analysis of data revealed that face validity does not contradict with more objective measures of tests, such as reliability and predictive validity. However, face validity and reliability analyses revealed some important weaknesses in the local testing system. These weaknesses would not have been revealed if the researcher had looked at only face validity, or only reliability, or only predictive validity of the tests. Therefore, it is very important to look at tests from multiple perspectives, and get information from a variety of sources. Additionally, it has been found that the face validity, reliability and predictive validity of the achievement tests administered at Zonguldak Karaelmas University Preparatory School are high in spite of the weaknesses that were revealed in the analysis.
Open Access
Testers' perceptions of the test development process and teachers' and testers' attitudes towards the resulting achievement tests at Muğla University School of Foreign Languages
(2004) Aydın, Elif
This study investigated testers’ perceptions of test development process at Muğla University School of Foreign Languages and teachers’ and testers’ attitudes towards the resulting achievement tests. 30 English teachers and five testers who currently work at Muğla University School of Foreign Languages participated in this study. Two data collection instruments were employed in this study. First, the teachers and testers were given a questionnaire. Second, interviews with five testers and five randomly chosen teachers were carried out after the analysis of the questionnaires. Analysis of data revealed that both teachers and testers working for Muğla University School of Foreign Languages have positive attitudes towards the tests used in the institution. Participants stated that the tests closely match with teaching practices and provide useful feedback on the learning process. The data also pointed to weaknesses such as the lack of explicit learning objectives in the curriculum, the possible negative effects of the tests on teaching and learning, the lack of test specifications for the test design process and the limited use of authentic tasks in the tests. The data gained from the interviews indicated that there is no active cooperation between the teachers and testers in the test preparation process. The findings of the questionnaires showed that most of the teachers do not want to work in the test unit, and the testers have complaints about having excessive working hours, and not being rewarded for their work in the testing unit. The results of this study suggest that explicit curriculum objectives are needed at Muğla University School of Foreign Languages in order to achieve better testing practices. The testing work may be more attractive in the institution if the testers are given financial support or their teaching hours are reduced.