An analysis of the validity of the computerized dictation test and its scoring method
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Integrative tests are superior to discrete-point tests in measuring students' performance competence. Moreover, a dictation test, a prime example of integrative tests, has advantages when incorporated with multimedia. For this study, a dictation test using multimedia has been constructed and given to Korean high school students to investigate the extent to which it can be used as a valid testing tool reflecting students' performance competence. Furthermore, it attempted to suggest how to implement the test to Korean high school students. In addition to the dictation test, a TEPS (Test of English Proficiency developed by Seoul National University) type of discrete-point test was given as a criterion test. The following conclusions were reached: 1) The scores of the dictation test showed high correlations with a paper-based test, showing a high validity of the test. 2) The passage presented in an incremental way could lead to the highest validity. 3) When the chunks were given twice consecutively, a higher discriminability was gained. 4) The item scoring method did not bring a discriminability power for Korean high school students, therefore, the exact word scoring method is recommended. 5) The survey results showed that there is not a problem administering a computerized dictation test.
Abstract
Integrative tests are superior to discrete-point tests in measuring students' performance competence. Moreover, a dictation test, a prime example of integrative tests, has advantages when incorporated with multimedia. For this study, a dictation test using multimedia has been constructed and given to Korean high school students to investigate the extent to which it can be used as a valid testing tool reflecting students' performance competence. Furthermore, it attempted to suggest how to implement the test to Korean high school students. In addition to the dictation test, a TEPS (Test of English Proficiency developed by Seoul National University) type of discrete-point test was given as a criterion test. The following conclusions were reached: 1) The scores of the dictation test showed high correlations with a paper-based test, showing a high validity of the test. 2) The passage presented in an incremental way could lead to the highest validity. 3) When the chunks were given twice consecutively, a higher discriminability was gained. 4) The item scoring method did not bring a discriminability power for Korean high school students, therefore, the exact word scoring method is recommended. 5) The survey results showed that there is not a problem administering a computerized dictation test.
참고문헌 (24)
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