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Using a two-parameter logistic item response theory model to validate the IELTS listening test
Citation
Aryadoust, V., & Goh, C. C. M. (2010). Using a two-parameter logistic item response theory model to validate the IELTS listening test. In Proceedings of the Applied Linguistics Association of Korea (ALAK) International Conference: Interdisciplinarity in Applied Linguistics (pp. 210-215). Korea University.
Abstract
To date many test designers have relied heavily on either the interpretation or uses of scores in high-stakes tests as evidence of validity. As a case in point, in the listening section of International English Language Testing System (IELTS), the consequences and the correlation of the scores with other measures such as academic performance of students have been extensively researched in pursuit of consequential and criterion validity. While these
research inquiries are valuable to especially research test usefulness, the test should be validated for its main objectives. Consequential and criterion validity studies into the IELTS listening module have proposed different and controversial evidence. We argue if the construct validity is not established, supportive evidence of usefulness is either very difficult or impossible to find. The main purpose of this study is to investigate the construct validity of
the IELTS listening test. We will employ a two-parameter logistic Item Response Theory (IRT) model to investigate the construct representation and irrelevant factor (Messick, 1988, 1989).
Date Issued
2010
Publisher
Korea University