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Argument-based validation of Academic Collocation Tests.

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Title: Argument-based validation of Academic Collocation Tests.
Authors: Nguyen, Thi My Hang1 ntmhang@ufl.udn.vn, Gu, Peter2, Coxhead, Averil2
Source: Language Testing. Jul2024, Vol. 41 Issue 3, p459-505. 47p.
Subject Terms: *Learning, *Students, *International English Language Testing System, Collocation (Linguistics), Vocabulary ability testing
Abstract: Despite extensive research on assessing collocational knowledge, valid measures of academic collocations remain elusive. With the present study, we employ an argument-based approach to validate two Academic Collocation Tests (ACTs) that assess the ability to recognize and produce academic collocations (i.e., two-word units such as key element and well established) in written contexts. A total of 343 tertiary students completed a background questionnaire (including demographic information, IELTS scores, and learning experience), the ACTs, and the Vocabulary Size Test. Forty-four participants also took part in post-test interviews to share reflections on the tests and retook the ACTs verbally. The findings showed that the scoring inference based on analyses of test item characteristics, testing conditions, and scoring procedures was partially supported. The generalization inference, based on the consistency of item measures and testing occasions, was justified. The extrapolation inference, drawn from correlations with other measures and factors such as collocation frequency and learning experience, received partial support. Suggestions for increasing the degree of support for the inferences are discussed. The present study reinforces the value of validation research and generates the momentum for test developers to continue this practice with other vocabulary tests. [ABSTRACT FROM AUTHOR]
Copyright of Language Testing is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Argument-based validation of Academic Collocation Tests.
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  Data: <searchLink fieldCode="JN" term="%22Language+Testing%22">Language Testing</searchLink>. Jul2024, Vol. 41 Issue 3, p459-505. 47p.
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  Data: *<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22International+English+Language+Testing+System%22">International English Language Testing System</searchLink><br /><searchLink fieldCode="DE" term="%22Collocation+%28Linguistics%29%22">Collocation (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+ability+testing%22">Vocabulary ability testing</searchLink>
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  Data: Despite extensive research on assessing collocational knowledge, valid measures of academic collocations remain elusive. With the present study, we employ an argument-based approach to validate two Academic Collocation Tests (ACTs) that assess the ability to recognize and produce academic collocations (i.e., two-word units such as key element and well established) in written contexts. A total of 343 tertiary students completed a background questionnaire (including demographic information, IELTS scores, and learning experience), the ACTs, and the Vocabulary Size Test. Forty-four participants also took part in post-test interviews to share reflections on the tests and retook the ACTs verbally. The findings showed that the scoring inference based on analyses of test item characteristics, testing conditions, and scoring procedures was partially supported. The generalization inference, based on the consistency of item measures and testing occasions, was justified. The extrapolation inference, drawn from correlations with other measures and factors such as collocation frequency and learning experience, received partial support. Suggestions for increasing the degree of support for the inferences are discussed. The present study reinforces the value of validation research and generates the momentum for test developers to continue this practice with other vocabulary tests. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Language Testing is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/02655322231198499
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      – Code: eng
        Text: English
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        PageCount: 47
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      – SubjectFull: Learning
        Type: general
      – SubjectFull: Students
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      – SubjectFull: International English Language Testing System
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      – SubjectFull: Collocation (Linguistics)
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      – SubjectFull: Vocabulary ability testing
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      – TitleFull: Argument-based validation of Academic Collocation Tests.
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              Text: Jul2024
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