Keywords
ACTFL Proficiency Guidelines, multistage assessment, proficient reading, scale validation, testing reading
Abstract
The validation of ability scales describing multidimensional skills is always challenging, but not impossible. This study applies a multistage, criterion‐referenced approach that uses a framework of aligned texts and reading tasks to explore the validity of the ACTFL and related reading proficiency guidelines. Rasch measurement and statistical analyses of data generated in three separate language studies confirm a significant difference in reading difficulty between the proficiency levels tested.
Original Publication Citation
Clifford, R. & Cox, T. (2013). Empirical validation of reading proficiency guidelines. Foreign Language Annals, 40(1), 45-61.
BYU ScholarsArchive Citation
Cox, Troy L. and Clifford, Ray, "Empirical Validation of Reading Proficiency Guidelines" (2013). Faculty Publications. 5882.
https://scholarsarchive.byu.edu/facpub/5882
Document Type
Peer-Reviewed Article
Publication Date
2013
Permanent URL
http://hdl.lib.byu.edu/1877/8611
Publisher
Foreign Language Annals
Language
English
College
Humanities
Department
Linguistics
Copyright Status
© 2013 by American Council on the Teaching of Foreign Languages.
Copyright Use Information
https://lib.byu.edu/about/copyright/