Assessing Learning Outcomes in Short-Term Foreign Language Programs: Validation Results of a Triangulated Assessment System

• In Event: Measurement in the Second Language Classroom

Abstract

The current paper describes the results of a national, two-year study (N=700) of three assessment tools developed for a triangulated assessment system. The purpose was to examine the convergent validity of the three instruments. Participants were students in grades 9-12 who were enrolled in 29 summer Arabic, Chinese and Hindi language programs around the USA. The three assessment tools included (1) a computerized proficiency test of four language skills, (2) a student self-assessment, and (3) a teacher assessment of student performance. This paper will summarize the correlations between the three assessments, outcomes of Rasch rating scale/mixed-scale modeling to detect fit and consistency, and hierarchical modeling to assess the extent of contextual variation in the relationships among the three outcome criteria.

Authors

• Megan Masters, University of Maryland

• Steven J. Ross, University of Maryland