English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This paper aims to validate the English Language Entrance Test for King Saud bin Abdulaziz University for Health Science (hereafter KSAU-ET). It supports the argument regarding using specially designed in-house entrance tests at health universities by showcasing the test’s development, administration, and validation process. It presents a new framework for test validation that is informed by various existing frameworks such as Messick (1996), Sireci (1998) and, Weir (2005), with a specific focus on the notions of unitary and practicality. The proposed framework treats validity as a pre-, during, and post-test process that collects evidence from each phase to support the test’s overall validity. The data were collected using different tools and through the three stages of the validation process. The test was taken by 474 candidates who applied to join KSAU-HS Stream II medical program. The data confirmed that the test was reliable (alpha &gt; 7) and reasonably meet the university’s needs to select the program’s top prospective candidates. Nevertheless, the study highlighted the importance of collecting further evidence in future studies and including more selection criteria in the regression model of analysis. Using this framework, the study contributes to the existing body of research that investigate English entrance test validation. It shows that exam validity is a context-sensitive process strongly associated with the purpose for which the exam is used. Finally, the paper discusses pedagogical implications that may help educators at health science universities develop in-house entrance tests in place of standardized tests, which often do not address context, curriculum, or program objectives.

Validating English Language Entrance Test at a Saudi University for Health Sciences