Document Type

Book Chapter

Publication Date

2018

Abstract

This study examined the measurement quality of an instructor-developed classroom assessment instrument (i.e., a final written test) used to assess linguistic knowledge covered in an undergraduate elementary Chinese course at a U.S. university. Participants were 222 learners enrolled in the Chinese course from Fall 2011 to Fall 2013. Analyses were performed on a subset of 64 binary-scored (0/1) test items. The 64 items showed acceptable overall test reliability, test discrimination, and Rasch model fit. Meanwhile, insufficient number of difficult items, below-threshold discriminatory power of certain items, and existence of measurement redundancy were also found. Strategies for improving the measurement quality of the test were discussed.

Comments

Author accepted manuscript version of a chapter published by Routledge in:

Li, S. (2018). Measurement Quality of an Instructor-developed CFL Summative Assessment Instrument: An Exploratory Pilot Study. In X, Wen, & X. Jiang (Eds.)., Studies on Learning and Teaching Chinese as a Second Language (pp.210–229). Oxon, UK: Routledge. https://doi.org/10.4324/9781351208673,

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