Open AccessEvaluating Invariance in Test Performance for Adolescent Learners of English as a Foreign Language
Author(s) -
Manna Venessa,
Yoo Hanwook,
Monfils Lora
Publication year - 2018
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/ets2.12208
Subject(s) - test of english as a foreign language , psychology , mathematics education , test (biology) , language proficiency , confirmatory factor analysis , active listening , reading (process) , measurement invariance , language assessment , construct validity , foreign language , meaning (existential) , pedagogy , structural equation modeling , developmental psychology , linguistics , psychometrics , computer science , paleontology , philosophy , communication , biology , machine learning , psychotherapist
Abstract In this study, we assessed the invariance in the factor structure underlying English‐language proficiency for two groups of adolescent learners in Japan: students in middle school (ages 13–15 years) and students in high school (ages 16–18 years). Language proficiency was measured using the TOEFL Junior ® Comprehensive test, an assessment designed to measure the English skills of adolescent English learners in non‐English‐speaking countries. The study results indicate that a correlated 4‐factor model corresponding to the 4 language abilities of reading, listening, speaking, and writing best represents the nature of language proficiency in the 2 groups of adolescent English learners. Moreover, the factor structure is invariant across these 2 groups. However, there is a statistically significant difference in performance on the reading construct. The results are consistent across 2 random samples, thus providing confirmatory evidence of model invariance. This study provides empirical support for the current score‐reporting practices for the TOEFL Junior Comprehensive test and suggests that the test scores have the same meaning across test takers from middle school and high school.