Options
Investigating the construct validity of the MELAB Listening Test through the Rasch analysis and correlated uniqueness modeling
Citation
Goh, C., & Aryadoust, V. (2010). Investigating the construct validity of the MELAB Listening Test through the Rasch analysis and correlated uniqueness modeling. Spaan Fellow Working Papers in Second or Foreign Language Assessment , 8, 31-68. University of Michigan. https://michiganassessment.org/wp-content/uploads/
2020/02/20.02.pdf.Res_.InvestigatingtheConstructValidityoftheMELABListeningTestthroughthe
RaschAnalysisandCorrelatedUniquenessModeling.pdf
2020/02/20.02.pdf.Res_.InvestigatingtheConstructValidityoftheMELABListeningTestthroughthe
RaschAnalysisandCorrelatedUniquenessModeling.pdf
Abstract
This article evaluates the construct validity of the Michigan English Language Assessment Battery (MELAB) listening test by investigating the underpinning structure of the test (or construct map), possible construct under representation and construct-irrelevant threats. Data for the study, from the administration of a form of the MELAB listening test to 916 international test takers, were provided by the English Language Institute of the University of Michigan. The researchers sought evidence of construct validity primarily through correlated uniqueness models (CUM) and the Rasch model. A five factor CUM was fitted into the data but did not display acceptable measurement properties. The researchers then evaluated a three-traits1 confirmatory factor analysis (CFA) that fitted the data sufficiently. This fitting model was further evaluated with parcel items, which supported the proposed CFA model. Accordingly, the underlying structure of the test was mapped out as three factors: ability to understand minimal context stimuli, short interactions, and long-stretch discourse. The researchers propose this model as the tentative construct map of this form of the test. To investigate construct under representation and construct-irrelevant threats, the Rasch model was used. This analysis showed that the test was relatively easy for the sample and the listening ability of several higher ability test takers were sufficiently tested by the items. This is interpreted to be a sign of test ceiling effects and minor construct-underrepresentation, although the researchers argue that the test is intended to distinguish among the students who have a minimum listening ability to enter a program from those who don’t. The Rasch model provided support of the absence of construct-irrelevant threats by showing the adherence of data to uni dimensionality and local independence, and good measurement properties of items. The final assessment of the observed results showed that the generated evidence supported the construct validity of the test.
Date Issued
2010
Publisher
University of Michigan
Journal
Spaan Fellow Working Papers in Second or Foreign Language Assessment