Volume 10, Issue 6 (2020)
LRR 2020, 10(6): 139-171 |
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Zandi B, Rovshan B, Vakilifard A, Golpour L. Planning and validating Persian language Standard test (On the Basis of Four Language Skills). LRR 2020; 10 (6) :139-171
URL: http://lrr.modares.ac.ir/article-14-46367-en.html
URL: http://lrr.modares.ac.ir/article-14-46367-en.html
1- Professor of Linguistics , Department of Linguistics, Payam Noor University , Tehran, Iran. , zandi@pnu.ac.ir
2- Associate Professor of Linguistics , Department of Linguistics, Payam Noor University, Tehran , Iran.
3- Associate Professor , Department of Linguistics, Imam Khomeini International University, Qazvin , Iran.
4- Ph.D. Department of Linguistics, Payam Noor University, Tehran , Iran
2- Associate Professor of Linguistics , Department of Linguistics, Payam Noor University, Tehran , Iran.
3- Associate Professor , Department of Linguistics, Imam Khomeini International University, Qazvin , Iran.
4- Ph.D. Department of Linguistics, Payam Noor University, Tehran , Iran
Abstract: (2656 Views)
Goal: This study aims to develop a language-based skill test revolving around four main language skills, with principals and basics of language test development in mind intended to evaluate Persian language proficiency of non-Iranian students (In terms of language level). One of the main goals of this study is to develop a Persian language skill (proficiency) test. The purpose of language proficiency test is to measure one's overall ability to utilize the desired language without having to undergo specific training courses. So the content of a language proficiency test is not based on the content or purpose of the language courses. Also in this study, measures are foreseen to evaluate the validity and reliability of the designed test in order to obtain the Credibility of the standardized test.
Research Question:
The questions raised in this study are as follows:
•What are characteristics of designed tests in terms of analysis of test making procedures?
•To what extent does the test designed conform to the standard criteria?
Research hypothesis:
This test possesses the following characteristics in terms of analysis of test making procedures:
This test incorporates the necessary efficiency
This test is reliable.
This test is valid.
This test is applicable and practical.
This test is designed according to standardized criteria.
Research method:
In this research a descriptive-analytical method is firstly used to study previous researches, and to select a theoretical framework in order to present the theoretical concepts and basics; to construct the criterion test and standardize it the “agreement-oriented scaling method” was used, and to determine the validity of the proposed test, the “field method” was used. The statistical population of this study is the learners of Persian Language Learning Centre of Imam Khomeini International University of Qazvin. The total population of this statistical population is 200 people. The sample size of this study will be 130 members of this statistical population who have been learning Persian language for at least 2 months and a maximum of 1 year. Their mean age is 38-38 years. The sampling method utilized is cluster random sampling.
Conclusion:
The current study has presented the Persian language proficiency test based on the multidimensional concept of language derived from Stern theory. Since it was found that the average difficulty coefficient of reading questions was appropriate and optimal compared to the criteria of test designing, It can be claimed that the designed test were in accordance with the test designing criteria. Difficulty coefficient of listening comprehension questions were assessed easy, which after flaw scrutinizing was found that it was influenced by the nationality of some of the testees and the duration of Persian language learning. Since 15 of the subjects were Tajik and 24 of them have been leaning Persian in Faculty of Foreign Languages of Beijing for 1 year, they possessed a high listening comprehension skill and this had an impact on the difficulty coefficient factor. Cronbach's alpha coefficient of the test was 0.7, indicating the reliability of the test. The content validity of the test was also evaluated well, based on the judgment of the Persian language teachers. After calculating Pearson's correlation coefficient, structural validity between reading and listening skills was also evaluated well. The designed test can be used for placement since it also possesses the needed efficiency, it can be used to for placement of subjects and determine the base level of language learner, thus informing the Persian language learners of their own skill and making Professors cognizant of Students' Linguistic Status. Another attribute of a good test is its applicability and practicality, which the designed the test is also easy to conduct, easy to score and easy to interpret and apply. Finally, in response to the research question, it can be concluded that the designed test possesses the test designing criteria and features, and has been designed in accordance with standard criteria.
Research Question:
The questions raised in this study are as follows:
•What are characteristics of designed tests in terms of analysis of test making procedures?
•To what extent does the test designed conform to the standard criteria?
Research hypothesis:
This test possesses the following characteristics in terms of analysis of test making procedures:This test incorporates the necessary efficiency
This test is reliable.
This test is valid.
This test is applicable and practical.
This test is designed according to standardized criteria.
Research method:
In this research a descriptive-analytical method is firstly used to study previous researches, and to select a theoretical framework in order to present the theoretical concepts and basics; to construct the criterion test and standardize it the “agreement-oriented scaling method” was used, and to determine the validity of the proposed test, the “field method” was used. The statistical population of this study is the learners of Persian Language Learning Centre of Imam Khomeini International University of Qazvin. The total population of this statistical population is 200 people. The sample size of this study will be 130 members of this statistical population who have been learning Persian language for at least 2 months and a maximum of 1 year. Their mean age is 38-38 years. The sampling method utilized is cluster random sampling.
Conclusion:
The current study has presented the Persian language proficiency test based on the multidimensional concept of language derived from Stern theory. Since it was found that the average difficulty coefficient of reading questions was appropriate and optimal compared to the criteria of test designing, It can be claimed that the designed test were in accordance with the test designing criteria. Difficulty coefficient of listening comprehension questions were assessed easy, which after flaw scrutinizing was found that it was influenced by the nationality of some of the testees and the duration of Persian language learning. Since 15 of the subjects were Tajik and 24 of them have been leaning Persian in Faculty of Foreign Languages of Beijing for 1 year, they possessed a high listening comprehension skill and this had an impact on the difficulty coefficient factor. Cronbach's alpha coefficient of the test was 0.7, indicating the reliability of the test. The content validity of the test was also evaluated well, based on the judgment of the Persian language teachers. After calculating Pearson's correlation coefficient, structural validity between reading and listening skills was also evaluated well. The designed test can be used for placement since it also possesses the needed efficiency, it can be used to for placement of subjects and determine the base level of language learner, thus informing the Persian language learners of their own skill and making Professors cognizant of Students' Linguistic Status. Another attribute of a good test is its applicability and practicality, which the designed the test is also easy to conduct, easy to score and easy to interpret and apply. Finally, in response to the research question, it can be concluded that the designed test possesses the test designing criteria and features, and has been designed in accordance with standard criteria.
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