Development and Validation of an ESL Diagnostic Reading-to-Write Test: An Effect-Driven Approach

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Kim, Ji Young

Contributors dc:contributor

• Carolyn Jane Anderson

• Education, Language and Literature

Language dc:language

eng

Identifier

(MiAaPQ)AAI3337823

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80060