A dynamic simulation assessment of english as a second language students' academic readiness

• Main Author: Balizet, S. "Sha" G.
• Format: Others
• Published: Scholar Commons 2005
• Subjects: IEP; EAP; Testing; Content-based; CALP; Academic competence; Academic achievement; American Studies; Arts and Humanities
• Online Access: http://scholarcommons.usf.edu/etd/2970; http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=3963&context=etd

AR is hypothesized to comprise above-threshold academic language proficiency, personal characteristics, topical knowledge, academic skills, and academic auxiliaries (motivation, study skills, engagement, work drive, emotional stability, affective schemata, and metacognitive strategies).The participants were 36 international adults, studying pre-university academic English at intensive institutes in Florida who volunteered to take the CLEAR during the summer of 2004. Data were collected via the CLEAR multiple-choice knowledge test and essay test, teacher ratings, examinee feedback, and external measures.Results showed the CLEAR knowledge test functions well at the item level although overall scores are only moderately consistent. The essay scoring consistency was satisfactory, perhaps partly due to the purpose-built scoring tool Good support for content-related validity claims was found for the dynamic simulation overall, for the stimulus materials, for the knowledge test items, for the essay prompt, and for the essay scoring tool. The concurrent measure of teacher ratings correlated with the knowledge test, but not with the content-based essay. Concerning construct-related claims of validity, support was evinced through the literature review as well as through inter-subtest correlation. External measures suggested some discriminant evidentiary support. Examinees perceived that the CLEAR closely resembled the target environment, they judged the CLEAR quality to be a key feature, and they would recommend the CLEAR to a friend for the growth experience.