5.00
Hdl Handle:
http://hdl.handle.net/10547/224633
Title:
Empiricism versus connoisseurship: establishing the appropriacy of texts in tests of academic reading
Authors:
Green, Anthony ( 0000-0003-4893-1798 ) ; Unaldi, Aylin; Weir, Cyril J.
Abstract:
This paper explores the potential of using information technology for the empirical measurement of contextual parameters identified in the socio-cognitive framework (the framework developed by CRELLA for test validation). Previously the level of difficulty represented by reading texts used in English Language tests has been estimated through expert judgement. The study, in contrast, employs computational tools for automated text analyses, demonstrating how relevant contextual features have been opened to empirical measurement by new technology. The techniques showcased in this paper allow for a more rigorous approach to reading test specification.
Affiliation:
University of Bedfordshire
Citation:
Green, A., Unaldi, A., Weir, C.J. (2010) 'Empiricism versus connoisseurship: Establishing the appropriacy of texts in tests of academic reading' Language Testing 27 (2):191
Publisher:
Sage Journals
Journal:
Language Testing
Issue Date:
Apr-2010
URI:
http://hdl.handle.net/10547/224633
DOI:
10.1177/0265532209349471
Additional Links:
http://ltj.sagepub.com/cgi/doi/10.1177/0265532209349471
Type:
Article
Language:
en
ISSN:
0265-5322; 1477-0946
Appears in Collections:
CRELLA Centre for Research in English Language Learning and Assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorGreen, Anthonyen_GB
dc.contributor.authorUnaldi, Aylinen_GB
dc.contributor.authorWeir, Cyril J.en_GB
dc.date.accessioned2012-05-18T13:57:53Zen
dc.date.available2012-05-18T13:57:53Zen
dc.date.issued2010-04en
dc.identifier.citationGreen, A., Unaldi, A., Weir, C.J. (2010) 'Empiricism versus connoisseurship: Establishing the appropriacy of texts in tests of academic reading' Language Testing 27 (2):191en_GB
dc.identifier.issn0265-5322en
dc.identifier.issn1477-0946en
dc.identifier.doi10.1177/0265532209349471en
dc.identifier.urihttp://hdl.handle.net/10547/224633en
dc.description.abstractThis paper explores the potential of using information technology for the empirical measurement of contextual parameters identified in the socio-cognitive framework (the framework developed by CRELLA for test validation). Previously the level of difficulty represented by reading texts used in English Language tests has been estimated through expert judgement. The study, in contrast, employs computational tools for automated text analyses, demonstrating how relevant contextual features have been opened to empirical measurement by new technology. The techniques showcased in this paper allow for a more rigorous approach to reading test specification.en_GB
dc.language.isoenen
dc.publisherSage Journalsen_GB
dc.relation.urlhttp://ltj.sagepub.com/cgi/doi/10.1177/0265532209349471en_GB
dc.subjectautomated text analysisen_GB
dc.subjectEnglish for academic purposesen_GB
dc.subjectreadingen_GB
dc.subjectlanguage testingen_GB
dc.titleEmpiricism versus connoisseurship: establishing the appropriacy of texts in tests of academic readingen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen_GB
dc.identifier.journalLanguage Testingen_GB
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