Abstract:
Most of the validation studies conducted across varying test application contexts are usually framed within the traditional conceptualization of validity and therefore lack a comprehensive framework to focus on test score interpretations and test score use. This study aimed at developing and validating a collocational behavior test (CBT), drawing on Kane's argument-based approach to validity. Four types of inferences including observation, generalization, extrapolation and explanation were articulated. To verify the validity assumptions, both theoretical and empirical evidence were presented within the formative and summative stages of test development and validation. Followed from Kane, theoretical evidence was sought through test specification, item construction, and test construction procedures. Empirical support, however, was sought through examining the collocational behavior test (CBT) with a sample of 60 university students majoring in TEFL. Ebel’s criteria, KR-21 reliability and a series of Pearson-Product correlation were applied to analyze the data for both theoretical and empirical phases. The findings refer to the support for the assumptions proposed for test validity, suggesting that the collocational behavior test(CBT)may provide an appropriate and accurate indicator of collocational language ability for EFL learners. The implications for language testing and assessment are discussed.
Machine summary:
<H4>Establishing an Argument-Based Validity Approach for a Low- Stake Test of Collocational Behavior *</H4> Ali Darabi Bazvand** Assistant Professor, University of Human Development, College of Languages, English Department, Kurdistan, Iraq (corresponding Author) Alireza Khorram Assistant Professor, Shahid Chamran University of Ahvaz, Ahvaz, Iran <H4>Seyyed Ali Mirsalari</H4> Assistant Professor, Faculty of Humanities, Islamic Azad University of Ramhormoz, Ramhormoz, Iran Abstract Most of the validation studies conducted across varying test application contexts are usually framed within the traditional conceptualization of validity and therefore lack a comprehensive framework to focus on test score interpretations and test score use.
This study aimed at developing and validating a collocational behavior test (CBT), drawing on Kane's argument- based approach to validity.
The findings refer to the support for the assumptions proposed for test validity, suggesting that the collocational behavior test(CBT)may provide an appropriate and accurate indicator of collocational language ability for EFL learners.
Pearson –product correlation reveals that Both sub-tests of collocational behavior have a positive relationship with each other and with total collocation test <H4>Results and Discussion</H4> <H5>Research Question 1: Observation Inference</H5> Are the procedures for CBT development detailed and based on test tasks presented in test specification?
<H4>Conclusions and Implications</H4> Relying on multiple sources of evidence or backing, we can conclude that not only the newly developed CBT can adequately measure students’ level of collocational ability and can provide useful information for formative assessment to understand students’ current standing on collocational knowledge but it stood all the tests of argument based validity.