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رواسازی آزمون مبتنی بر چارچوب مرجع اتحادیه اروپا و برابری ارزشیابی | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| دوره 12، شماره 1، فروردین 1401، صفحه 111-131 اصل مقاله (782.57 K) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2020.272015.588 | ||
| نویسندگان | ||
| سید محمد علوی1؛ حسین کرمی2؛ داود سپاهی* 3 | ||
| 1پروفسور آموزش زبان انگلیسی دانشگاه تهران | ||
| 2استادیار آموزش زبان انگلیسی دانشگاه تهران، تهران، ایران | ||
| 3دانشجوی دکتری تخصصی آموزش زبان انگلیسی دانشگاه تهران پردیس بین المللی کیش، تهران، ایران | ||
| چکیده | ||
| برابری در ارزشیابی ازجمله اهداف مهم در زمینه آموزش و سنجش زبان می تواند باشد. متخصصان ارزشیابی به رابطه بین روایی و برابری اذعان می کنند. بعضی معتقدند روایی خود بخشی از برابری است. از سوی دیگر، بعضی بر این باورند که دستیابی به برابری در واقع همان کسب روایی آزمون است. چارچوب مرجع اتحادیه اروپا (چماا) برای دستیابی به برابری آموزشی و ارزشیابی و یادگیری سامانه ای از توصیفگرها تهیه و تدوین کرده است. هدف از این تحقیق رواسازی آزمونی شامل 25 آیتم است که بر اساس توصیفگرهای چماا ساخته شده است. برای دستیابی به اطلاعات لازم به منظور تعیین میزان روایی آزمون 150 نفر شرکت کننده زن و مرد به سئوالات چندگزینه ای پاسخ دادند. سپس، داده های بدست آمده برای تعیین میزان افتراق عملکرد هر یک از آیتم ها با روش نظریه سوال پاسخ (نسپ) تحلیل شد. علاوه براین، از پرسشنامه 75 آیتم (دورنیه) برای تفکیک گروه های شرکت کنندگان بر اساس علائق و اهداف استفاده شد. نتایج بدست آمده نشان داد علاوه بر معیارهای معمول برای دسته بندی شرکت کنندگان اعم از جنس و پیشینه زبانی و فرهنگی، علائق و اهداف شخصی افراد می تواند در نظر گرفته شود. همچنین روشن شد که این معیارها برای میزان روایی آزمون می تواند بکار برود. | ||
| کلیدواژه‌ها | ||
| "برابری"؛ "چماا"؛ "ارزشیابی"؛ "عملکرد افتراقی سوال"؛ "نظریه سوال پاسخ" | ||
| عنوان مقاله [English] | ||
| CEFR based test Validation and Fairness Assessment | ||
| نویسندگان [English] | ||
| deyed Mohammad Alavi1؛ Hossein Karami2؛ Davood Sepahi3 | ||
| 1Professor of TEFL University of Tehran | ||
| 2Assistant Professor of TEFL University of Tehran | ||
| 3Ph.D. Candidate University of Tehran Kish International Campus | ||
| چکیده [English] | ||
| Fairness in test assessment and evaluation is one of the most important goals in the field of language learning and assessment. In recent decades, experts have focused on the relationship between Validity and Fairness. However, some scholars believe that validity is part of fairness. At the same time others are of the idea that achieving fairness is in fact the acquisition of test validity. To achieve a sound and unified conceptualization of the relationship between these two concepts numerous qualitative and quantitative methods have been proposed and implemented.The Common European Frame of Reference (CEFR) is claimed to be a culture neutral that to the effect that all languages, regardless of the social and cultural backgrounds can be subsumed under the proposed system of descriptors for achieving educational equality and assessment in teaching and learning. In this research, a test of 25 items based on the CEFR descriptors was developed. In order to obtain adequate information necessary to determine the test validity, 150 male and female participants took the test. The participants were all freshman in studying in various engineering courses. In addition to the mentioned test, a questionnaire of 75 items was used to distinguish groups of participants based on their interests, educational, and occupational goals. The data were analyzed to determine the Differential Item Functioning (DIF) of each item by Item Response Theory (IRT). Combined together it was determined that in test validation procedure and investigation of test fairness test takers' interest also accounts. | ||
| کلیدواژه‌ها [English] | ||
| "Fairness", "CEFR", "Assessment", "Differential Item Functioning", "Item Response Theory" | ||
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