Open AccessVALIDITY OF THE SECONDARY LEVEL ENGLISH PROFICIENCY TEST AT TEMPLE UNIVERSITY‐JAPAN
Author(s) -
Wilson Kenneth M.,
Graves Kimberly
Publication year - 1999
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/j.2333-8504.1999.tb01809.x
Subject(s) - psychology , reading comprehension , active listening , test (biology) , listening comprehension , internal consistency , reading (process) , mathematics education , language proficiency , item analysis , concurrent validity , consistency (knowledge bases) , psychometrics , linguistics , developmental psychology , computer science , artificial intelligence , paleontology , philosophy , communication , biology
The study reported herein assessed levels and patterns of concurrent correlations for Listening Comprehension (LC) and Reading Comprehension (RC) scores provided by the Secondary Level English Proficiency (SLEP) test with direct measures of ESL speaking proficiency (interview rating) and writing proficiency (essay rating), respectively, and (b) the internal consistency and dimensionality of the SLEP, by analyzing intercorrelations of scores on SLEP item‐type “parcels” (subsets of several items of each type included in the SLEP). Data for some 1,600 native‐Japanese speakers (recent secondary‐school graduates) applying for admission to Temple University‐Japan (TU‐J) were analyzed. The findings tended to confirm and extend previous research findings suggesting that the SLEP – which was originally developed for use with secondary‐school students–also permits valid inferences regarding ESL listening‐ and reading‐comprehension skills in postsecondary‐level samples.