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Criterion referenced tests

In a criterion referenced score interpretation, an individual’s score is interpreted with

reference to a pre-determined criterion that is independent of the way test takers performon 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 individual’s 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 method-

Test 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.

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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 thestandard 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.