PDF《TOEFL Junior? Research》

10 teachers of English as a foreign language (EFL) in Korea. The article summarizes the teachers'major comments, recommendations and suggestions about the test and shows how these were reflected in the final test design decisions. So, Y., Wolf, M. K., Hauck, M. C., Mollaun, P., Rybinski, P., Tumposky, D., & Wang, L. (2015). TOEFL Junior? Design Framework (TOEFL? Young Students Research Report No. TOEFL Jr-02). Princeton, NJ: Educational Testing Service. This paper presents the theoretical and empirical foundations of the TOEFL Junior assessment and its development process. The TOEFL Junior test was developed to address the increasing need for objective measures of English-language proficiency for young adolescent learners, who are being introduced to English as a second or foreign language at a much younger age than ever before. This report presents the test purposes and intended uses, target population, target language use domains, and test constructs of the TOEFL Junior test, along with a description of the overall test structure and scoring system, which demonstrates how the constructs are operationalized. Finally, we outline research topics to support the interpretive argument of the use of the test. This document is expected to serve as a reference point during investigations of validity evidence to support the intended test uses over time. Wolf, M.K., & Steinberg, J. (2011). An Examination of United States Middle School Students' Performance on TOEFL Junior? . ETS Research Memorandum (ETS-RM-11-15). Princeton, NJ: Educational Testing Service. This study examined how native English-speaking and English-language learner students in U.S. middle schools perform on the TOEFL Junior Standard test. The percentile rank and statistical significance test results indicated that there was a clear pattern of increasing student performance on the TOEFL Junior Standard test from grades 6C8. Young, J. W., Morgan, R., Rybinski, P., Steinberg, J., & Wang, Y. (2013). Assessing the Test Information Function and Differential Item Functioning for the TOEFLJunior? Standard Test. (TOEFL Young Learners Research Report No. TOEFL-YL-01). Princeton, NJ: Educational Testing Service. This study investigated two psychometric characteristics of the TOEFL Junior Standard test: (1) the use of test scores in placement decisions and (2) the level of Differential Item Functioning (DIF) across test takers from different countries. Results indicated sufficient information to support placement decisions across most score scales for all three assessment sections, and although some items exhibited significant DIF, further analyses showed plausible construct-relevant explanations for most of the findings. Copyright ?

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