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.

Document Type

Peer-Reviewed Article

Publication Date

2013

Publisher

Foreign Language Annals

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Assistant Professor

Share

COinS