test Score Interpretation And Use
2011
Test users and researchers alike see test publishers as responsible for providing defensible and clear interpretations of test scores and encouraging their
appropriate use. Accordingly, the TOEFL® revision was intended to result in
test scores whose interpretation was transparent to test users and supported
by “an overall evaluative judgment of the degree to which evidence and theoretical rationales support the adequacy and appropriateness” of their interpretation and use (Messick, 1989, p. 13). Attempting to develop theoretical
rationales, designers of the new TOEFL began by exploring how theories of
language profi ciency would serve as a basis for test design. This chapter summarizes issues that arose during this process, explains how the test designers
shifted focus to the validity argument that justifi es score interpretation and
use to resolve these issues, and outlines the interpretive argument that underlies the TOEFL validity argument.
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