A dynamic simulation assessment of english as a second language students' academic readiness

Citation
A dynamic simulation assessment of english as a second language students' academic readiness

Material Information

Title:
A dynamic simulation assessment of english as a second language students' academic readiness an initial validation of a university admissions tool
Creator:
Balizet, S. ("Sha") G
Place of Publication:
[Tampa, Fla.]
Publisher:
University of South Florida
Publication Date:
Language:
English

Subjects

Subjects / Keywords:
IEP
EAP
Testing
Content-based
CALP
Academic competence
Academic achievement
Dissertations, Academic -- Secondary Education -- Doctoral -- USF ( lcsh )
Genre:
government publication (state, provincial, terriorial, dependent) ( marcgt )
bibliography ( marcgt )
theses ( marcgt )
non-fiction ( marcgt )

Notes

Summary:
ABSTRACT: This study investigated the measurement quality of the Content Learning Experience: Academic Readiness (CLEAR) test, a new measure for university admissions decisions regarding English as a Second Language (ESL) applicants. The CLEAR test measures ability through dynamic simulation: learning opportunities are followed by testing how well students learned the academic content, all modeled on university instructional experiences.Measured by the CLEAR is academic readiness (AR), the direct, present evidence of ability to learn academic content via the second language as demonstrated during the dynamic simulation.AR is hypothesized to comprise above-threshold academic language proficiency, personal characteristics, topical knowledge, academic skills, and academic auxiliaries (motivation, study skills, engagement, work drive, emotional stability, affective schemata, and metacognitive strategies).The participants were 36 international adults, studying pre-university academic English at intensive institutes in Florida who volunteered to take the CLEAR during the summer of 2004. Data were collected via the CLEAR multiple-choice knowledge test and essay test, teacher ratings, examinee feedback, and external measures.Results showed the CLEAR knowledge test functions well at the item level although overall scores are only moderately consistent.The essay scoring consistency was satisfactory, perhaps partly due to the purpose-built scoring tool Good support for content-related validity claims was found for the dynamic simulation overall, for the stimulus materials, for the knowledge test items, for the essay prompt, and for the essay scoring tool. The concurrent measure of teacher ratings correlated with the knowledge test, but not with the content-based essay. Concerning construct-related claims of validity, support was evinced through the literature review as well as through inter-subtest correlation. External measures suggested some discriminant evidentiary support. Examinees perceived that the CLEAR closely resembled the target environment, they judged the CLEAR quality to be a key feature, and they would recommend the CLEAR to a friend for the growth experience.
Thesis:
Thesis (Ph.D.)--University of South Florida, 2005.
Bibliography:
Includes bibliographical references.
System Details:
System requirements: World Wide Web browser and PDF reader.
System Details:
Mode of access: World Wide Web.
General Note:
Title from PDF of title page.
General Note:
Document formatted into pages; contains 279 pages.
General Note:
Includes vita.
Statement of Responsibility:
by S. ("Sha") G. Balizet.

Record Information

Source Institution:
University of South Florida Library
Holding Location:
University of South Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
001670377 ( ALEPH )
62320083 ( OCLC )
E14-SFE0001245 ( USFLDC DOI )
e14.1245 ( USFLDC Handle )

Postcard Information

Format:
Book

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This item has the following downloads:


Full Text
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A dynamic simulation assessment of english as a second language students' academic readiness
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by S. ("Sha") G. Balizet.
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[Tampa, Fla.] :
University of South Florida,
2005.
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Thesis (Ph.D.)--University of South Florida, 2005.
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Includes bibliographical references.
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Text (Electronic thesis) in PDF format.
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System requirements: World Wide Web browser and PDF reader.
Mode of access: World Wide Web.
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Title from PDF of title page.
Document formatted into pages; contains 279 pages.
Includes vita.
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ABSTRACT: This study investigated the measurement quality of the Content Learning Experience: Academic Readiness (CLEAR) test, a new measure for university admissions decisions regarding English as a Second Language (ESL) applicants. The CLEAR test measures ability through dynamic simulation: learning opportunities are followed by testing how well students learned the academic content, all modeled on university instructional experiences.Measured by the CLEAR is academic readiness (AR), the direct, present evidence of ability to learn academic content via the second language as demonstrated during the dynamic simulation.AR is hypothesized to comprise above-threshold academic language proficiency, personal characteristics, topical knowledge, academic skills, and academic auxiliaries (motivation, study skills, engagement, work drive, emotional stability, affective schemata, and metacognitive strategies).The participants were 36 international adults, studying pre-university academic English at intensive institutes in Florida who volunteered to take the CLEAR during the summer of 2004. Data were collected via the CLEAR multiple-choice knowledge test and essay test, teacher ratings, examinee feedback, and external measures.Results showed the CLEAR knowledge test functions well at the item level although overall scores are only moderately consistent.The essay scoring consistency was satisfactory, perhaps partly due to the purpose-built scoring tool Good support for content-related validity claims was found for the dynamic simulation overall, for the stimulus materials, for the knowledge test items, for the essay prompt, and for the essay scoring tool. The concurrent measure of teacher ratings correlated with the knowledge test, but not with the content-based essay. Concerning construct-related claims of validity, support was evinced through the literature review as well as through inter-subtest correlation. External measures suggested some discriminant evidentiary support. Examinees perceived that the CLEAR closely resembled the target environment, they judged the CLEAR quality to be a key feature, and they would recommend the CLEAR to a friend for the growth experience.
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Adviser: Jeffra Flaitz.
Co-adviser: Wei Zhu
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CALP.
Academic competence.
Academic achievement.
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Doctoral.
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