AN ITEM BANK DEVELOPMENT TO INCLUDE TEST ITEMS ASSESSING ORTHOGRAPHIC AND PHONOLOGICAL PROCESSING SKILLS AT THE FACULTY OF NURSING
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Course
BANK DEVELOPMENT
Institution
BANK DEVELOPMENT
AN ITEM BANK DEVELOPMENT TO INCLUDE TEST ITEMS
ASSESSING ORTHOGRAPHIC AND PHONOLOGICAL
PROCESSING SKILLS AT THE FACULTY OF NURSING
Yoko ICHIYAMA
Doctor of Education (EdD)
School of Education
Durham University
2018
2
List of Abbreviations
AWL
CBT
CTT
CV
CVV
CVCV
EC...
,Abstract
In recent years, the importance of assessing students’ orthographic and
phonological processing skills has been acknowledged, especially in L1 reading.
Moreover, the development of an item bank for an in-house English placement test
would enable faculty to assign students to appropriate English-language classes, which
in turn would likely lead to students’ successful completion of English-language
programs in the tertiary-level institution. Little has been reported, however, on the
L2/FL reading contexts. This study thus investigated the process of developing an item
bank with orthographic and phonological processing skills for the Faculty of Nursing.
The study involved identification of the orthographic and phonological features of the
faculty’s English curriculum and materials. It also explored the orthographic and
phonological features of two commercially produced English proficiency tests, the
TOEFL and the TOEIC, and determined whether these tests correspond to the Faculty
of Nursing curriculum requirements. The study also used Rasch analysis to validate
the development of test items to assess orthographic and phonological skills, and
explored whether these test items correspond to the requirements of the faculty’s
English curriculum.
Analysis of the faculty’s curriculum and the commercially produced English
proficiency tests revealed that the two tests may not be appropriate tools to measure
students’ orthographic and phonological processing skills. The Rasch analysis—
including separation, reliability, test targeting, and unidimensionality for a total of 147
items—yielded 90 equated test items. Moreover, the test items showed sufficient
spreads: 9 (10%) were grouped at the beginner level, 74 (82%) at the intermediate
level, and 7 (8%) at the advanced level.
1
, AN ITEM BANK DEVELOPMENT TO INCLUDE TEST ITEMS
ASSESSING ORTHOGRAPHIC AND PHONOLOGICAL
PROCESSING SKILLS AT THE FACULTY OF NURSING
Yoko ICHIYAMA
Doctor of Education (EdD)
School of Education
Durham University
2018
2
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