Criterion referenced tests

In a criterion referenced score interpretation, an individuals score is interpreted with reference to a pre-determined criterion that is independent of the way test takers perform on the test. Traditionally, there have been two major approaches to defining this criterion. In one approach (Glaser and Klaus, 1962, p.421) the criterion is defined as a continuum ranging from no proficiency at all to perfect performance. An individuals proficiency at a given task falls at some point on the continuum, as measured by behaviours he displays while testing. The degree to which his proficiency resembles desired performance at any specified level is assessed by criterion-referenced measures of proficiency.

In the other approach, the domain-referenced or objectives-based the criterion is defined in terms of a specified domain or content (Bachman, 2004, p.32). This approach is most commonly used with achievement tests, in which the domain of content is specified by the syllabus. In this approach, test performance is interpreted as the degree to which the individual has mastered the content in the criterion domain.

Because scores from criterion referenced tests provide information about the levels of ability of individuals, as defined by predetermined criteria, they are appropriate for making absolute decisions.

Fundamental tenets of functional approach of Integrated FFI versus structural approach of Isolated FFI (Tomlin, 1998, p.146) 1. Linguistic form subserves communicative function. 2. Acquisition arises from use 3. Some of the most important factors that affect grammar test scores apart from grammatical ability are the characteristics of the test itself (Purpura, 2006, p.100). Test task characteristics may impact on learner performance, for example a learner may perform better on a multiple choice task than on a writing task. Test methodTest method effect: There was a test method effect in the narrative tests because these tests manipulated the characteristic of contextualization . There is a clear interaction between the specific characteristics of the test tasks and test performance.

Validity (MacKey and Gass, 2005, p.107) Content Validity refers to the representativeness of the measurement regarding the phenomenon about which information is required. In this case, the testing instruments must be sensitive to the full range of past tense structures in order to have content validity. Construct validity refers to the degree to which research adequately captures the construct of interest. Construct validity can be enhanced when multiple estimates of a construct are used. Criterion-related validity refers to the extent to which tests used in a research study are comparable to other well-established tests of the construct in question. (NOT APPLICABLE IN MY CASE)

INTERNAL VALIDITY refers to the extent to which the results of a study are a function of the factor that the researcher intends. In other words, to what extent are the differences that have been found for the dependent variable directly related to the independent variable? A researcher must control for (ie. rule out) all other possible factors that could potentially account for the results. In the present study, the monolingual background of the students who were all 5th year students in the same primary school ensured that the characteristics of the participants were homogeneous. This enhances the internal validity of the study. However, the language learning experience of all students has not been equal across all groups. Due to the standard practice of attending private language schools in Greece from an early age onwards, learners in the four groups may have began learning English earlier than the 3rd year, which is the year of onset of EFL instruction in the Hellenic state primary schools. Therefore, the exact general proficiency level of the students remained an uncontrolled variable. However, as the target group was 5th year primary students , the anticipated level is upper-elementary to pre-intermediate (A1-A2). The prior learning experience the students may have had in the private language schools may have shaped the results of the study. Structural pattern practice and Isolated FFI is an extremely common EFL practice for young learners in the Greek context. Individual students may have received practice in the target structures in their private language classes. depends on The amount and type of exposure individual students may have received outside of the experimental treatments during the course of the intervention could not be controlled for.