The reporting of scores from large-scale assessments often takes the form of a single aggregate score or at best a series of numerical subscores, which provide little descriptive information about what test-takers within different score ranges can typically do. Test score users need more in-depth information about what test-takers can typically do at different proficiency levels for meaningful score interpretations and use for various purposes including admission and language programming.
The project seeks to facilitate test score users’ meaningful IELTS reading score interpretations and use for making decisions about admission to undergraduate programs at university through an innovative cognitive diagnosis modeling (CDM) approach blended with scale anchoring to generate can-do descriptors for different IELTS reading subscore ranges. This overall purpose will be achieved through the following activities:
Lab members working on the Higher Education Language Test Score Interpretation project: