Evaluating Invariance in Test Performance for Young Learners of English as a Foreign Language

• In Event: 66.019 - Multicultural and Diversity Issues in Measurement and Assessment

Abstract

This study assessed the invariance in the factor structure underlying English language proficiency in two groups of young learners in Japan: 13-15 (middle school) and 16-18 (high school) year old. Language proficiency was measured using the TOEFL Junior® Comprehensive test, an assessment designed to measure the English skills of young English learners in non-English-speaking countries. Similar to findings using adult English learners, the study results indicated that a correlated four-factor model corresponding to the four language abilities of reading, listening, speaking, and writing, best represented the nature of language proficiency in both groups of test-takers. However, three listening items exhibited differential item performance between the two groups and there was a statistically significant difference in performance on the reading construct.

Authors

• Venessa F. Manna, ETS

• Hanwook (Henry) Yoo, Educational Testing Service

• Lora F. Monfils, Educational Testing Service