Russian, best practices, oral proficiency, program monitoring and assessment
This study investigates the effect of proficiency- vs. performance-based elicited imitation (EI) assessment. EI requires test-takers to repeat sentences in the target language. The accuracy at which test-takers are able to repeat sentences highly correlates with test-takers’ language proficiency. However, in EI, the factors that render an item more complex are still being investigated. In order to investigate whether item difficulty and test performance were different between proficiency- and performance based tests, two EI instruments were created—one to measure proficiency with items from a general corpus and another to measure language for specific purposes (LSP) performance with items from a domain-specific corpus. The two instruments were then administered to 98 subjects of varying proficiency. The mean score for the LSP performance test (x=0.51) was significantly higher than the mean score for the proficiency test (x=0.44, p
Original Publication Citation
Cox, T., Bown, J., & Burdis, J., (2015) Exploring proficiency-based versus language for specific purposes items with elicited imitation assessment. Foreign Language Annals, 48(3), 350-371.
BYU ScholarsArchive Citation
Cox, Troy L.; Brown, Jennifer; and Burdis, Jacob, "Exploring Proficiency-Based vs. Performance-Based Items With Elicited Imitation Assessment" (2015). Faculty Publications. 5878.
Foreign Language Annals
© 2015 by American Council on the Teaching of Foreign Languages
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