Charles W. Stansfield

Field Dependence-Independence as a Variable in Second Language Cloze Test Performance.

In recent years second language researchers have examined particular learner traits, such as cognitive style, to ascertain their relationship to progress in learning another language. This paper explores the influence of one student characteristic, field dependent-independent cognitive style, on second language test performance, especially as it relates to performance on the integrative type of measure known as the cloze test. Approximately 250 college students enrolled in a first semester Spanish course formed the sample group for this correlational study. Students were administered the Group Embedded Figures Test of field dependence-independence (FD/I) along with several measures of linguistic, communicative, and integrative competence. The results showed student FI to be related consistently in a positive albeit modest fashion to second language test performance. Most notable was the correlation between student FI and cloze test performance (r= .43, p. < .001). The relationship was less marked on other measures such as final course grade (r = .21, p. < .001). This suggests there may be a cognitive style bias operating in conjunction with cloze test performance. That is, such measures may call forth cognitive restructuring abilities more readily available to more field independent individuals. In turn, it implies the need to use some caution when employing or interpreting cloze tests for placement or achievement purposes.

Research on the Comparability of the Oral Proficiency Interview and the Simulated Oral Proficiency Interview.

Abstract The simulated oral proficiency interview (SOPI) is a tape-mediated test designed to be a surrogate for the oral proficiency interview (OPI) in situations where a face-to-face interview is not possible or desirable. This article reviews research that sheds light on the comparability of the two tests. It begins with a brief description of the SOPI and continues to discuss the results of research on the reliability of the two tests, the agreement of scores obtained on the two tests, the comparability of the approach to testing, and the qualitative content of speech samples obtained via the two approaches. This article concludes with suggestions for further research.

Test Translation and Adaptation in Public Education in the USA.

The use of translated versions of formal educationalassessments is becoming more common in the United States of America (USA). This is due to two converging factors: 1) legislation passed during the Clinton and Bush administrations; 2) an influx of non-English-speaking immigrants, especially from Latin America. Against this background, this article discusses theoretical and practical issues pertaining to the translation or adaptation of educational assessments in the USA. These issues include the role of language proficiency and academic background in performance on standards-based achievement tests in different languages, factors affecting the decision whether to translate tests, translation methods and procedures, the degree to which translated tests are used in the USA, current laws influencing the use of translation, and the role that language testing specialists may play in this arena.

The Effect of Linguistic Simplification of Science Test Items on Score Comparability

The use of accommodations has been widely proposed as a means of including English language learners (ELLs) or limited English proficient (LEP) students in state and districtwide assessments. However, very little experimental research has been done on specific accommodations to determine whether these pose a threat to score comparability. This study examined the effects of linguistic simplification of 4th- and 6th-grade science test items on a state assessment. At each grade level, 4 experimental 10-item testlets were included on operational forms of a statewide science assessment. Two testlets contained regular field-test items, but in a linguistically simplified condition. The testlets were randomly assigned to LEP and non-LEP students through the spiraling of test booklets. For non-LEP students, in 4 t-test analyses of the differences in means for each corresponding testlet, 3 of the mean score comparisons were not significantly different, and the 4th showed the regular version to be slightly easier than the simplified version. Analysis of variance (ANOVA), followed by pairwise comparisons of the testlets, showed no significant differences in the scores of non-LEP students across the 2 item types. Among the 40 items administered in both regular and simplified format, item difficulty did not vary consistently in favor of either format. Qualitative analyses of items that displayed significant differences in p values were not informative, because the differences were typically very small. For LEP students, there was 1 significant difference in student means, and it favored the regular version. However, because the study was conducted in a state with a small number of LEP students, the analyses of LEP student responses lacked statistical power. The results of this study show that linguistic simplification is not helpful to monolingual English-speaking students who receive the accommodation. Therefore, the results provide evidence that linguistic simplification is not a threat to the comparability of scores of LEP and monolingual English-speaking students when offered as an accommodation to LEP students. The study findings may also have implications for the use of linguistic simplification accommodations in science assessments in other states and in content areas other than science.

A Long-Term Research Agenda for the Test of Written English.

In April 1987, the TOEFL Research Committee commissioned a project designed to develop a long-range research agenda for the Test of Written English (TWE). The objective of the project was a paper that would outline basic issues in the determination of the validity and reliability of the test. The outline could subsequently be used to motivate and guide researchers in the conceptualization and design of TWE research projects. This paper is the principal product of the project commissioned by the TOEFL Research Committee.

Examining the predictive validity of a screening test for court interpreters

The United States Court Interpreters Act (US Congress, 1978) requires that interpreters in US federal courts be certified through a criterion-referenced performance test. The Federal Court Interpreter Certification Examination (FCICE) is a two-phase certification battery for federal court interpreters. Phase I is a multiple-choice Written Examination (WE) used to screen candidates for eligibility to take the Phase II criterion-referenced Oral Examination (OE). This study evaluates the predictive validity of the WE in relationship to examinee performance on the OE, using an experimental sample of examinees who took the tests concurrently. Results indicate that the WE correlates appropriately with performance on the OE (.648 and .676 for the English and Spanish subtests respectively). Nearly all of those who failed the WE also failed the OE, although several false negatives were identified. However, when the data were reanalysed using a lower cut score for the Phase I WE, nearly all false negatives were eliminated. A follow-up study replicated the findings with a different sample. The authors discuss the advantages and disadvantages of lowering the passing score on the screening test in light of their findings. The study and subsequent discussion provide an example of how an established passing score can be reconsidered and modified.

A History of the Test of Written English: The Developmental Year.

[This article describes in detail the development of a major new departure in an important language test.]

Lecture: `Where we have been and where we should go'

I would like to thank Alan Davies for that nice introduction. Alan was the first winner of the UCLES/ILTA Lifetime Achievement Award and I have followed his own accomplishments for many years. I read his book, Language Testing Symposium, in 1969, while I was in graduate school. I also want to thank Alan for his lesson on the genealogy of my family. I always knew that there were a lot of Stansfields in Australia, and now I know how they got there! Next, I want to thank ILTA for this award, and UCLES for its support of the award. I also want to acknowledge the role of UCLES in the formation of ALTE, which has had a very salutary effect on language testing practices in Europe. In my talk today, I plan to cover a lot of ground. In the first half of my talk, I will give a brief summary of the last 40 years of the history of language testing, from my perspective. I will review these years more or less by decade. Additionally, I will discuss the evolution of the profession of language testing during this period, and that will take us up to the present day. The second half of my talk evaluates the larger context in which we work at the moment, and what it means for us as language testers. In doing so, I will discuss the kind of work we will be doing, and how we as individuals and as a profession can maximize our role in the world in which we work.

Towards authenticity of task in test development

This article describes a working model used to determine the Target Language Use (TLU) (Bachman and Palmer, 1996) in a Language for Specific Purpose (LSP) test project: The Listening Summary Translation Exam in Taiwanese (LSTE/T). The purpose of the LSTE/T was to evaluate the summary translation ability of applicants who want to work as linguists in Law Enforcement Agencies (LEAs) in the USA. The discussion focuses on the authenticity of task (Douglas, 2000) and how it can be achieved by the development of a taxonomy and a structured verification procedure in the process. Authenticity is treated in this article as the cornerstone for the content validity and reliability in this typical LSP test, which claims to serve as an assessment tool in the real world. Explained in detail are the steps followed in the project to create authentic language materials that mirror the linguistic reality facing LEAs. Major steps in the process include: • collecting data from task performers in the TLU domain; • analysing data; • identifying salient features in both form and content; • creating a taxonomy and sample scenarios; • producing simulated conversations based on scenarios; and • creating test tasks based on simulated conversations. A structured verification procedure that was used in the project is charted and discussed to reveal the pros and cons of such an approach. It is argued that, as one type of LSP testing, job-relevant tests are becoming increasingly important and deserve more attention from practitioners in the testing field. This discussion of a working model to determine the TLU in one project will contribute to the understanding of the role of authenticity in test development in general.

The Validity of the Portuguese Speaking Test for Use in a Summer Study Abroad Program.

men study program. The study has three main ence expressed a significantly greaten degree of foci: a) to determine the validity of the ACTFLcomfort when using the language in a listening or based Portuguese Speaking Test as a placement speaking situation. tool for a short study abroad program; and b) to The findings of Carroll and Graman affirm assess gains in oral proficiency among particithe important role foreign study plays in depants in the University of Tennessees summer veloping language skills that are needed for study abroad program in Brazil; and c) to assess, advanced language courses. While efforts have where possible, other issues related to the initial been made to make the foreign language classstudy abroad experience, room more communicative and to improve students proficiency so as to better prepare Overview of Research students for advanced language classes, foreign study serves as an irreplaceable linguistic and John Carroll (1967) in his study of the lancultural experience. guage proficiency of foreign language majors in The traditional foreign study program detheir senior year, noted that most of the majors in signed for language learners includes study at a his sample had at least one foreign study expeniforeign institution in regular or specially deence. Even with this experience, most did not signed classes, placement with families, and surpass the level of 2+ on the FSI scale. This often additional scheduled travel. The cost of rating is equivalent to a scone of Advanced Plus these programs coupled with the time students on the ACTFL scale (Liskin-Gasparro, 1987). must commit to foreign study has led to a shorten, Graman (1987) noted the same phenomenon more intensive version of foreign study, the _________ summer study program. Unlike academic year 5Members are invited to send material to: Dr. Douglas K. programs, summer programs typically arrange Benson, Dept. of Modern Languages, Eisenhower Hall 104, for special classes for students at foreign instituKansas State Univ., Manhattan, KS 66506. Maximum tions that would normally be on vacation. Sumlength is 15 double-spaced pages, in either 1985 MLA or men study is attractive to faculty and students linguistics format. Please send a typed original and acopy alikebecauseitnequineslesstimeandlessmoney. for each paper submitted, and include a self-addressed envelope and loose stamps to cover return mailing of the However, summer study programs have been manuscript, criticized for their brevity, intensity, and lack of