| 研究課題/領域番号 |
16K02976
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| 研究機関 | 神田外語大学 |
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研究代表者 |
PARK Siwon 神田外語大学, 外国語学部, 准教授 (00458639)
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| 研究分担者 |
伊藤 泰子 神田外語大学, 外国語学部, 准教授 (00433681)
杉田 めぐみ 神田外語大学, 外国語学部, 講師 (70366938)
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| 研究期間 (年度) |
2016-04-01 – 2019-03-31
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| キーワード | CEFR-J / Test specifications / Reading scales |
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| 研究実績の概要 |
The goals of the 1st year were to analyze the CEFR-J reading and listening scales, prepare test specifications, and develop a set of tests using them, with the aim to explore the efficacy of the scales as a platform for test development. In order to achieve such goals, we developed a set of reading test specifications and two versions of reading tests based on the specifications. We also collected test data using the tests.
We first closely analyzed each level of the CEFR-J reading descriptors and extracted level-specific text and task. The analyses led to the first draft of twelve reading specifications, which were checked against existing frameworks for language test development and validation.
Then, using the specifications, we collected over 40 text candidates and evaluated their characteristics, and only those that fully reflected the specifications were used to develop over 100 reading test items. These items were piloted for their statistical quality and were divided into two groups to prepare two versions of reading tests in line with the CEFR-J reading scales: one with 34 items and the other with 38 items, fifteen of which were common items for the equation of the test scores on a common scale. The first version was administered to a group of over 400 university students in January 2017, and the second one to another group of over 400 students in March 2017.
The developmental processes of the test specifications and the actual tests helped the team to attest the efficacy of the reading scales for the development of test specifications and actual tests.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
Overall, the project has been progressed smoothly. One change that the team decided to make with the schedule is the developmental order of the reading and listening specifications and test development. We initially planned to complete both reading and listening specifications in the first year and then develop the tests in the second year, respectively. However, we decided to complete the reading specifications and develop the reading tests based on them in the first year, and instead, in the second year develop the ones related to the listening scales. The altered schedule was considered more rational for better progression of the project tasks as we could ensure the logical connection between the two development processes of the test specifications and the test development.
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| 今後の研究の推進方策 |
In the second and third years of the project, we will: 1) continue to analyze the test data collected in the first year of the project, 2) develop the third version of the reading test, 3) prepare a set of listening test specifications based on the CEFR-J listening scales, 4) develop two sets of listening tests based on the specifications, 5) collect test data using the reading and listening tests developed based on the specifications, and 6) conduct benchmarking studies with TOEFL ITP. Upon completion of the research agenda, we will hold seminars and a symposium to disseminate the project outcomes and also seek to present the research findings at formal conferences.
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| 次年度使用額が生じた理由 |
In the year 2017, the research team decided to complete the reading specifications and develop the reading tests based on them first and develop the ones related to the listening scales later in the second year. As a result, we postponed our participation in conferences and decided not present our study until the tests were actually administered and the data were collected in January and March 2017.
Due to the plan change, the initially scheduled seminar was decided not to be held. As a result, in the year, we didn’t incur the scheduled expenses for the seminar (e.g., payment, honorarium, etc.).
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| 次年度使用額の使用計画 |
First, due to the change with the research plan, the research team needs to recruit more test developers especially for the development of the texts for listening and their test items. These developers are expected to be qualified (native and non-native) English teachers with expertise in test development (and also desirably with the knowledge in CEFR or CEFR-J). We would like to spend the incurring amount for hiring these qualified test developers.
Second, the seminar initially scheduled in the 1st year is to be held in the second year. In order to organize the seminar, we would like to spend the incurring amount.
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