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Title:Development and Validation of an ESL Diagnostic Reading-to-Write Test: An Effect-Driven Approach
Author(s):Kim, Ji Young
Doctoral Committee Chair(s):Carolyn Jane Anderson
Department / Program:Educational Psychology
Discipline:Educational Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Language and Literature
Abstract:Multiple perspectives and the evidence observed during the validation process not only strengthened validity arguments, but also enhanced understanding of the complexity of test effects. In addition to the supporting evidence, however, some factors that might mediate the achievement of the intended effects were observed. The observation of the mediating factors, such as diverse needs for a diagnostic test and various meanings of test effects among different users, suggested the importance of a systematic research design and careful interpretations of effects in a positive washback study.
Issue Date:2008
Description:305 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.
Other Identifier(s):(MiAaPQ)AAI3337823
Date Available in IDEALS:2015-09-25
Date Deposited:2008

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