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- Volume 5, Issue, 1978
Toegepaste Taalwetenschap in Artikelen - Volume 5, Issue 1, 1978
Volume 5, Issue 1, 1978
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Taaltoetsen, Kloof Tussen Vraag en Aanbod?
Author(s): Jan van Weerenpp.: 3–14 (12)More LessAfter defining the notions in the title of this paper an attempt is made to answer this question with specific reference to final examinations. As for foreign languages, reading comprehension tests (RCT) are part of the final examinations for the various levels of secondary education. These RCT are dealt with in relation to their1. face validity2. criterion validity3. content validity4. construct validityPossibilities of improving their quality and related problems, are discussed.Attention is also paid to the relationship between the importance attched to the RCT in the final examinations and the results of research concerning the needs for foreign language knowledge.
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Taalattitudemeting in Theorie en Praktijk (TAS)
Author(s): M. Spoelderspp.: 15–27 (13)More LessEmpirical investigations of the so- called affective factors in foreign- language teaching /learning processes regularly make use of instruments which are designed to measure the general attitude towards foreign- language learning. They frequently consist of ad hoc construc-ted, often insufficiently refined scales. The step- by-step construction of a Likert- type foreign- language attitude scale (TAS: Taal-Attitude-Schaal) is discussed. Though originally conceived to meet certain scientific needs, TAS may also be used in educational practice. The results of a first investigation concerning the predictive validity of TAS and the determination of the initial attitudes of pupils at the beginning of the first year of the secondary school are reported. They fehow that the predictive power of the general attitude towards foreign-language learning (as measured by TAS> is rather weak.
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Over Het Toetsen Van Het Schrijfvermogen in Het Moedertaalonderwijs
Author(s): H. Wesdorppp.: 28–46 (19)More LessTwo methods for measuring 'writing competence' are discussed. We can try to measure on the one hand general language competence, and on the other hand specific writing competence. General and specific competences are strongly related, and it is postulated that general linguistic competence is much more important than the specific competences (for writing, reading, speaking and listening).The two ways for measuring writing competence are:1) The direct method, which tries to judge the 'writing performance' of subjects. Essays are marked wholistically (the impressionistic or global method), analytically, or by means of a composition scale. In all cases more writing-products (i.e. essays) are needed, and more markers per essay to ensure a reliable and valid measurement.2) The indirect method, which tries to measure the performance in other language areas than writing; the subject does not accomplish a real writing-task. Examples of this method are: the interlinear test, the multiple choice writing skills test, reading comprehension tests, cloze tests, etc.The direct method aims at the specific writing competence; the indirect method at general verbal competence. The first method is generally unreliable and consequently a weak predictor of the specific writing competence. The latter method is mostly reliable and in general predicts writing competence better, although the method cannot be as content-valid as the direct method. The different methods are compared on different points: reliability, predic-tive and content validity, efficiency and educational acceptability.
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L'evaluation de L'expression Orale: Problemes et Solutions
Author(s): L.J.A. Nienhuispp.: 47–58 (12)More LessThis paper discusses some findings of a concurrent validation research project, reported on in the author's thesis (1977). In this project, two samples of 100 secondary school students participated in an half hour oral interview test to arrive at a criterion measure and they took three tests of 15 minutes each that were validated against the criterion established. One of these three tests was a traditional test (test 1); the other two were very structured, experimental tests, conceived to test oral proficiency in a most reliable way (tests 2a and 2b). The two samples of students represented two different levels of secondary education; each of them passed a complete series of tests; these two series were identical in form, but their content differed. Correlations between the criterion and test 1 were significantly lower than correlations between the criterion and tests 2a and 2b; the latter exceeded .80 and suggest the validity of these tests. The difference between test 1 and tests 2a, 2b in this regard can be explained by the considerable differences these tests showed with respect to their rater reliability: scored by only one rater, the rater reliability of tests 2a and 2b exceeded .90 in most cases. The very good rater reliability of tests 2a and 2b is essentially due to the following characteristics of these tests and the way they are rated:-instead of giving only one mark at the end of the test, the rater scores separately any of a great number of answers;-the use of pictures in 2a and the use of L-l key-words in 2b delimit entirely the content of the answers the students have to give, so the rater can focus his attention on the rating of the wording of the answers without being troubled about any diversity of content.The answers of the interview test, i.e. the criterion, were also rated sepa-rately; this made the half hour interview a reliable test (rated by one rater: .90), but only half as efficient as tests 2a and 2b, the 15 minute tests. The contribution of the use of the analytic method of rating to rater reliability was also investigated, but showed to be rather irrelevant. The interview and tests 2a and 2b represent three types of tests that seem to have their specific qualities and limitations. The interview allows the stu-dent to word his own ideas, but it is less reliable and efficient; tests 2a and 2b are very reliable and efficient(they, too, can serve for the construc-tion of achievement tests), but the use of pictures confines test 2a to the testing of the use of concrete language and the use of L-l key-words in test 2b may tempt the student to simply translate.
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De validiteit van luistertoetsen Moderne Vreemde Talen
Author(s): H.W.M. van den Nieuwenhofpp.: 59–74 (16)More LessFor ten years now multiple choice tests have been used in the Dutch school system to measure listening comprehension of English, French and German. The tests were developed in a research program, conducted at the Insitute of Applied Linguistics by Dr. ? Groot. Now that the tests have been in use for 10 years we are confronted with the following questions.Are the tests still reliable, as they were 10 years ago?In how far does the multiple choice technique give a true picture of the listening comprehension of students?Does the multiple choice technique help studens to cope with language material that they could not have coped with otherwise, in other words, to what extent does the language material used in tests suggest a higher level of listening comprehension than the students actually have?An experiment has been carried out at C.I.T.O. (Central Institute for Test Development). Students had to answer both multiple choice questions and open ended questions concerning the same language material.The results suggested that the language material used in tests was verydifficult for students to handle in an open ended question test form.The results also suggested that various levels of difficulty of the langua material used within a single test was reflected in the open ended test results, but not in the results of the multiple choice tests. The multiple choice technique seems to obscure the relative difficulty of the various test components.It has been found that an appropriate use of the multiple choice technique can cover only a restricted range of language material. The measuring technique must not restrict the choice of language material, and thereby influence content validity.A possible solution to the problem would be the development of a new kind of test. In this test a great variety of language material should be tested with a great variety of testing techniques: a great variety of language material in order to improve the content validity of the test, a great variety of testing techniques in order to reduce, as much as possi ble, the disadvantages of every single testing technique by itself.
Volumes & issues
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Volume 86 (2011)
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Volume 84 (2010)
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Volume 83 (2010)
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Volume 84-85 (2010)
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Volume 82 (2009)
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Volume 81 (2009)
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Volume 80 (2008)
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Volume 79 (2008)
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Volume 78 (2007)
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Volume 77 (2007)
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Volume 76 (2006)
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Volume 75 (2006)
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Volume 74 (2005)
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Volume 73 (2005)
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Volume 72 (2004)
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Volume 71 (2004)
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Volume 70 (2003)
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Volume 69 (2003)
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Volume 68 (2002)
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Volume 67 (2002)
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Volume 66 (2001)
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Volume 65 (2001)
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Volume 64 (2000)
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Volume 63 (2000)
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Volume 62 (1999)
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Volume 61 (1999)
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Volume 60 (1998)
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Volume 59 (1998)
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Volume 58 (1998)
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Volume 57 (1997)
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Volume 56 (1997)
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Volume 55 (1996)
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Volume 54 (1996)
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Volume 53 (1995)
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Volume 52 (1995)
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Volume 51 (1995)
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Volume 50 (1994)
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Volume 49 (1994)
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Volume 48 (1994)
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Volume 45 (1993)
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Volume 46-47 (1993)
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Volume 44 (1992)
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Volume 43 (1992)
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Volume 42 (1992)
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Volume 41 (1991)
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Volume 40 (1991)
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Volume 39 (1991)
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Volume 38 (1990)
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Volume 37 (1990)
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Volume 36 (1990)
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Volume 35 (1989)
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Volume 34 (1989)
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Volume 33 (1989)
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Volume 32 (1988)
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Volume 31 (1988)
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Volume 30 (1988)
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Volume 29 (1987)
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Volume 28 (1987)
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Volume 27 (1987)
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Volume 26 (1986)
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Volume 25 (1986)
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Volume 24 (1986)
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Volume 23 (1985)
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Volume 22 (1985)
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Volume 21 (1985)
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Volume 20 (1984)
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Volume 19 (1984)
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Volume 18 (1984)
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Volume 17 (1983)
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Volume 16 (1983)
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Volume 15 (1983)
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Volume 14 (1982)
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Volume 13 (1982)
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Volume 12 (1982)
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Volume 11 (1981)
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Volume 10 (1981)
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Volume 9 (1981)
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Volume 8 (1980)
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Volume 7 (1979)
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Volume 6 (1979)
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Volume 5 (1978)
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Volume 4 (1978)
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Volume 3 (1977)
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Volume 2 (1977)
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Volume 1 (1976)
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