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DEGREES OF INCORRECTNESS IN
COMPUTER ADAPTIVE LANGUAGE TESTING
Tsopanoglou, A., Ypsilandis, G.S., Mouti, A.Dept of Italian Language and Literature
Aristotle University of Thessaloniki
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This Talk
Multiple-Choice and CAT
The Study
The Results
The Proposal
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CAT from OUP and Univ of Cambridge
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Multiple-Choice: Dichotomous
STEM - QUESTION
CORRECT ANSWER
1ST DISTRACTOR
2ND DISTRACTOR
3RD DISTRACTOR
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Multiple-Choice, e.g.
Who was the Prime Minister of the UK in the year 1988
CORRECT ANSWERMargaret Thatcher
1ST DISTRACTORJohn Mayor
2ND DISTRACTORElton John
3RD DISTRACTORLiverpool FC
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Multiple-Choice Polychotomous Pattern
STEM - QUESTION
CORRECT ANSWER
1ST DISTRACTOR ------ VERY LIKABLE / VERY SUITABLE
2ND DISTRACTOR ------ LIKABLE / SUITABLE
3RD DISTRACTOR ------ IRRELEVANT / TOTALLY WRONG
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The Procedure
Collection of MC questions from a CAT
Completion of test in paper by Test Takers
Test Correction in Traditional Mode
Test Correction in Experimental Mode
Listing of Test Items by Exp. Examiner
Analysis of Results
Conclusion
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Rating of Test Items by Expert Examiner (Native)
CLEAR - DICHOTOMOUS• Three Wrong – 1 Correct = 54• All Wrong = 6• 1 Correct – 1/2 Likable = 5• TOTAL = 65 (81%)
PATTERNED - POLYCHOTOMOUS• 2 Correct rest Wrong = 7• Entire Experimental Pattern = 1• 1 Correct – 1/2 Very Likable = 7• TOTAL = 15 (19%)
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Comparing Scoring Procedures 1.Traditional Mode, 1.Experimental Mode, and 3.Negative scoring
86% 68% 79% 75% 36% 49% 63% 46% 55% 88% 69% 81% 76% 40% 51% 66% 49% 55%84% 56% 74% 66% 12% 28% 36% 26% 33%
72% 51% 56% 91% 35% 51% 51% 83% 53%76% 56% 59% 91% 43% 55% 54% 84% 57%62% 40% 45% 88% 19% 35% 34% 76% 40%
Tr-Exp Pearson r = 0,995488
Tr-Neg Pearson r = 0,979421
Exp-Neg Pearson r = 0,985956
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Qualitative Analysis
5.5% subjects
48%-49%
Tr. Method
>=50%
Exp.Method
16.6% subjects
51%
Tr. Method
Secure
Exp.Method
89% subjects
Higher
Exp.Method
Same
Both Methods
11% subjects
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More … Qualitative Analysis
• All subjects scored less when corrected with negative scoring
• 5 of those corrected with negative scoring would score considerably (<=20%) lower from traditional or experimental scoring
• Of those 5 of the above category 5 scored <=55%
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Correlation of Answers of Experimental Pattern
Pearson r = - 0.310272. This indicates a tendency that those who score high select few totally wrong answers
Pearson r = -0.53534. This indicates that those who score high select few very likable.
Pearson r = 0,35228. This indicates a tendency that those who score very likable also score irrelevant
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0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
correctvery likablelikableirrelevant
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Conclusions• reward intermediate levels of performance
particularly when v. suitable items are selected• increase reliability and efficiency in scoring
compared to dichotomous scoring (in agreement to Bennett, Wongwiwatthananukit, and Popovich (2000)) .
• Make Score outcomes more reflective of student knowledge compared to dichotomous scoring.
• This would give us a more precise and individualized language proficiency measurement.
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The Proposal• Partial Credit Scoring for (2-1-0-0) framework2a+1b• For those who wish to include negative scoring in
mapple languagetest:= proc (A, B, G, D)[a=A, b=B, g=G, d=D]if a<40 then 0
elif b>20 then e:=b-20d:=d-e:
fi:2a+1b-dend:
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The Proposal
• In CAT it is possible to:1. Offer more items of the same level when
a very likable / suitable distractor is selected
2. shift to an in-between level before shifting level
2. Use the code presented in the previous slide at the end of the test before offering the final verdict
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Future Hypothesis
• Does awareness of partial credit scoring increase test takers’ responsibility in answering the items? and
• does it change test takers’ attitude to more responsible responses?
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Concluding Remark
• Bachman (1990:280) - Spolsky (1981) address the ethical considerations of test use, questioning whether language testers have enough evidence to be sure of the decisions made on the basis of test scores.
• We would like to think that the proposed scoring technique provides supportive evidence in this direction.