Minoritized language accreditation and equating. Some particularities

• Autores: Paula Elosua Oliden
• Localización: International journal of multilingualism, ISSN 1479-0718, Vol. 22, Nº. 4, 2025, págs. 2934-2947
• Idioma: inglés
• DOI: 10.1080/14790718.2024.2403709
• Texto completo no disponible (Saber más ...)
• Resumen

  • Among the specificities associated with the accreditation of linguistic competence in minoritised languages, one of the most distinctive is the characterisation of the target population. In terms of diversity, test-takers come from the same geographical region, and most of them live in contact with the test language; in terms of quantity, there are fewer candidates than those assessed in L2 language around the world. These particularities have some important implications in any score-equating programme, and so on validity. In this paper, which focuses on Basque, we explore the conditions to define an equating design. We start by analysing the hypothesis of group equivalence among the editions of the HABE C1 test, and then compare some equating procedures. The research is carried out in two steps. The first (N = 14,981) analyses the sample compositions among test editions with relation to gender, age, place of birth, L1 and language of instruction; the second compares some equating procedures applied to the reading and listening test (N = 4765). The results support the hypothesis of group equivalence, and the equating procedures show total concordance around the cut scores. Some implications of the results are provided.

• Referencias bibliográficas
  • ACT. (2019). The ACT technical manual. ACT.
  • Albano, A. D. (2016). equate: An R package for observed-score linking and equating. Journal of Statistical Software, 74(8), 1–36. https://doi.org/10.18637/jss.v074.i08
  • ALTE. (2001). Principles of good practice for ALTE examinations. ALTE Working Group.
  • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014)....
  • Angoff, W. H. (1971). Scales, norms, and equivalent scores. In R. L. Thorndike (Ed.), Educational measurement (2nd ed., pp. 508–600). American...
  • Aşiret, S., & Sünbül, SÖ. (2016). Investigating test equating methods in small samples through various factors. Educational sciences:...
  • Basque Government. (2023). VII Encuesta sociolingüística [VII Sociolinguistic survey].
  • Bränberg, K., & Wiberg, M. (2011). Observed score linear equating with covariates. Journal of Educational Measurement, 48(4), 419–440....
  • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching and assessment.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Harcourt Brace Jovanovich College.
  • Dorans, N. J., Moses, T. P., & Eignor, D. R. (2010). Principles and practices of test score equating. (Research Report No. RR-10-14)....
  • Educational Testing Service. (2022). TOEFL ITP test score data summary: 2021 edition. https://www.ets.org/pdfs/toefl-itptest-score-data-2021.pdf
  • Elosua, P., & De Boeck, P. (2019). Educational assessment issues in linguistically diverse contexts: A case study using a generalised...
  • Elosua, P., & Hambleton, R. K. (2018). Psychological and educational test score comparability across groups in the presence of item bias....
  • Elosua, P., & Peñalba, A. (2018). Language competence assessment in minoritised language revitalisation contexts. The Case of Basque,...
  • Fernandez Vitores, D. (2023). El español: una lengua viva. In Instituto Cervantes, El Español en el Mundo (pp. 23–143). McGraw Hill. https://cvc.cervantes.es/lengua/anuario/anuario_23/
  • Haberman, S. J. (2015). Pseudo-equivalent groups and linking. Journal of Educational and Behavioral Statistics, 40(3), 254–273. https://doi.org/10.3102/1076998615574772
  • Hambleton, R. K., & Swaminathan, H. (1985). Item response theory: Principles and applications. Kluwer Academic Publishers.
  • Holland, P. W., & Thayer, D. T. (2000). Univariate and bivariate loglinear models for discrete test score distributions. Journal of Educational...
  • Kane, M. (1992). An argument-based approach to validation. Psychological Bulletin, 112(3), 527–535. https://doi.org/10.1037/0033-2909.112.3.527
  • Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. https://doi.org/10.1111/jedm.12000
  • Kim, S., & Lu, R. (2018). The pseudo-equivalent groups approach as an alternative to common-item equating. (Research Report No. RR-18-02)....
  • Kim, S., & Walker, M. E. (2021). Comparisons among approaches to link tests using random samples selected under suboptimal conditions...
  • Kim, S., & Walker, M.E. (2022). Adjusting for ability differences of equating samples when randomization is suboptimal. Educational Measurement:...
  • Knoch, U., & Macqueen, S. (2020). Assessing english for professional purposes. Routledge.
  • Kolen, M. J. (2007). Data collection designs and linking procedures. In N. J. Dorans, M. Pommerich, & P. W. Holland (Eds.), Linking and...
  • Kolen, M. J., & Brennan, R. J. (2004). Test equating, scaling, and linking: Methods and practices (2nd ed.). Springer.
  • Livingston, S. A., & Kim, S. (2009). The circle-arc method for equating in small samples. Journal of Educational Measurement, 46, 330–343....
  • Livingston, S. A., & Kim, S. (2010). An empirical comparison of method for equating with randomly equivalent groups of 50 to 400 test...
  • Löwenadler, J. (2022). Trends in Swedish and English reading comprehension ability among Swedish Adolescents: A study of SweSAT Data 2012–2018....
  • Lyrén, P., & Hambleton, R. K. (2011). Consequences of violated equating assumptions under the equivalent groups design. International...
  • Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed, pp. 13–103). Macmillan Publishing Co, Inc; American Council...
  • Sansivieri, V., & Wiberg, M. (2017). IRT observed-score equating with the nonequivalent groups with covariates design. In L. A. van der...
  • Sinharay, S., & Holland, P. W. (2010). The missing data assumptions of the NEAT design and their implications for test equating. Psychometrika,...
  • University of Cambridge Local Examinations Syndicate. (2019). Syllabus, Cambridge IGCSE. UCLES. https://www.cambridgeinternational.org/Images/556911-2022-2023-syllabus.pdf
  • von Davier, A. A. (2013). Observed-score equating: An overview. Psychometrika, 78(4), 605–623. https://doi.org/10.1007/s11336-013-9319-3
  • von Davier, A. A., Holland, P. W., & Thayer, D. T. (2004). The kernel method of test equating. Springer Verlag.
  • Wiberg, M., & Bränberg, K. (2015). Kernel equating under the non-equivalent groups with covariates design. Applied Psychological Measurement,...
  • Wiberg, M., & von Davier, A. A. (2017). Examining the impact of covariates on anchor tests to ascertain quality over time in a college...
  • Yoo, H., Manna, V. F., Monfils, L., & Oh, H. J. (2019). Measuring English language proficiency across subgroups: Using score equity assessment...
  • Zeronis, R., & Geranpayeh, A. (2015). Continuity and innovation: Updating FCE and CAE. Cambridge English: Research Notes, 62, 3–5.