Reconceptualizing Construct Validity for Second-Language Reading Comprehension Assessments

• In Event: Expanding Horizons in Educational Assessment and Validation

Abstract

English Language Proficiency tests tend to interpret scores based on the overall outcome of comprehension, ignoring the processes that reduce its complexity. This study aligned Weir’s sociocognitive framework with Kintsch’s theory of reading comprehension to evaluate the construct validity of reading comprehension questions and the extent to which they align with current research in psychometrics, literacy, and second language learning. Results indicate high construct validity at the textbase level, but limited assessment of more complex processes. Implications for high-stakes ELP assessments are discussed.

Author

• Marc Nachowitz, ITSC Group