Contemporary Foreign Languages Studies ›› 2020, Vol. 20 ›› Issue (6): 68-78.doi: 10.3969/j.issn.1674-8921.2020.06.008
Previous Articles Next Articles
Online:
2020-11-28
Published:
2021-10-13
CLC Number:
XU Wandong, GU Xiangdong. Cognitive Validity: A Review of its Rationale, Definition, Models and Empirical Studies[J]. Contemporary Foreign Languages Studies, 2020, 20(6): 68-78.
[1] | Alderson J. C. 2000. Assessing Reading[M]. Cambridge: Cambridge University Press. |
[2] | Anderson N. J., L. Bachman, K. Perkins & A. Cohen. 1991. An exploratory study into the construct validity of a reading comprehension test: Triangulation of data sources[J]. Language Testing 8(1):41-66. |
[3] | Aryadoust, V. & L. M. Zhang. 2015. Fitting the mixed Rasch model to a reading comprehension test: Exploring individual difference profiles in L2 reading[J]. Language Testing 33(4):529-553. |
[4] | Bachman L. F. 1990. Fundamental Considerations in Language Testing[M]. Oxford: Oxford University Press. |
[5] | Bachman L. F. & A. S. Palmer. 2010. Language Assessment in Practice: Developing Language Assessments and Justifying Their Use in the Real World[M]. Oxford: Oxford University Press. |
[6] | Bax S. 2013. The cognitive processing of candidates during reading tests: Evidence from eye-tracking[J]. Language Testing 30(4):441-465. |
[7] | Bax, S. & C. J. Weir. 2012. Investigating learners' cognitive processes during a computer-based CAE reading test [A]. H.Khalifa & F. Barker (eds.). Cambridge ESOL: Research Notes[C]. Cambridge: Océ Ltd. 3-14. |
[8] | Baxter G. P. & R. Glaser. 1998. Investigating the cognitive complexity of science assessments [J]. Educational Measurement: Issues and Practices 17(3):37-45. |
[9] | Carroll J. B. 1968. The psychology of language testing[A]. A. Davies (ed.). Language Testing Symposium: A Psycholinguistic Approach[C]. Oxford: Oxford University Press. 46-69. |
[10] | Cohen A. D. 2000. Exploring strategies in test-taking:Fine-tuning verbal reports from respondents[A]. In G.Ekbatani & P.Pierson (eds.). Learner-directed Assessment in ESL[M]. Mahwah: Lawrence Erlbaum Associates. 127-150. |
[11] | Cohen A. D. 2006. The coming of age of research on test-taking strategies[J]. Language Assessment Quarterly 3( 4): 307-331. |
[12] | Cohen A. D. 2011. Strategies in Learning and Using a Second Language[M]. New York: Pearson. |
[13] | Cohen A. D. 2012. Test-taking strategies and task design[A]. G.Fulcher & F. Davidson (eds.). The Routledge Handbook of Language Testing[C]. New York: Routledge. 262-277. |
[14] | Cohen A. D. & A. T. Upton. 2006. Strategies in responding to the new TOEFL reading tasks[J/OL]. ETS Research Report Series (1):1-127. [2019-03-01].https://onlinelibrary.wiley.com/doi/epdf/10.1002/j.2333-8504.2006. |
[15] | Cohen A. D. & A. T. Upton. 2007. I want to go back to the text: Response strategies on the reading subtest of the new TOEFL[J]. Language Testing 24(2): 209-250. |
[16] | Culter, A. & C.Clifton. 1999. Comprehending spoken language: A blueprint of the listener[A]. & P.Hagoort (eds.).The Neurocogition of Language[C]. Oxford: Oxford University Press.123-155. |
[17] | Davies A., A. Brown C. Elder K. Hill T. Lumley & T. McNamara. 1999. Dictionary of Language Testing[M]. Cambridge: Cambridge University Press. |
[18] | Field J. 2004. Psycholinguistics: The Key Concepts[M]. London: Routledge. |
[19] | Field J. 2011. Cognitive validity[A]. L. Taylor (ed.). Examining Speaking: Research and Practice in Assessing Second Language Listening[C]. Cambridge: Cambridge University Press. 65-111. |
[20] | Field J. 2012. The cognitive validity of the lecture-based question in the IELTS Academic Listening paper[A]. L.Taylor & C. J. Weir (eds.). IELTS Collected Papers 2: Research in Reading and Listening Assessment[C]. Cambridge: Cambridge University Press. 391-453. |
[21] | Field J. 2013. Cognitive validity[A]. A.Geranpayeh & L. Taylor (eds.). Examining Listening: Research and Practice in Assessing Second Language Listening[C]. Cambridge: Cambridge University Press. 77-151. |
[22] | Gorin J. S. 2006. Test design with cognition in mind[J]. Educational Measurement: Issues and Practices 42: 351-373. |
[23] | Glaser R. 1991. Expertise and assessment[A]. M. C.Wittrock & E. L. Baker (eds.). Testing and Cognition[C]. New Jersey: Englewood Cliffs. 17-30. |
[24] | Gao, X. & X. Gu. 2008. An introspective study on test-taking process for banked cloze[J]. CELEA Journal 31(4) : 3-16. |
[25] | Grabe W. & R. B. Kaplan. 1996. Theory and Practice of Writing: An Applied Linguistic Perspective[M]. London: Longman. |
[26] | Geranpayeh A. & L. Taylor. 2013. Examining Listening: Research and Practice in Assessing Second Language Listening[M]. Cambridge: Cambridge University Press. |
[27] | Hayes J. R. & L. S. Flower. 1980. Identifying the organisation of writing process [A]. L. M.Gregg & E. R. Steinberg (eds.). Cognitive Processes in Writing[C]. Hillsdale: Lawrence Erlbaum Associates. 3-30. |
[28] | Karabenick A. A., M. E. Woolley, J. M. Friedel, B. V. Ammon, J. Blazevski, C. R. Bonney, E. D. Groot, A. C. Gilbert, L. Musu, T. M. Kempler & K. Kelly. 2007. Cognitive processing of self-report items in educational research: Do they think what we mean?[J]. Educational Psychologist 42: 139-151. |
[29] | Kellogg R. T. 1994. The Psychology of Writing[M]. Cambridge: Oxford University Press. |
[30] | Kellogg R. T. 1996. A model of working memory in writing[A]. C. M.Levy & S. Ransdell (eds.). The Science of Writing[C]. Mahwah: Lawrence Erlbaum. 57-72. |
[31] | Khalifa H. & C. J. Weir. 2009. Examining Reading: Research and Practice in Assessing Second Language Reading[M]. Cambridge: Cambridge University Press. |
[32] | Lado R. 1961. Language Testing[M]. New York: McGraw-Hill. |
[33] | Levelt W. 1989. Speaking: From Intention to Articulation[M]. Cambridge: MIT Press. |
[34] | Levelt W. 1999. Language production: A blueprint of the speaker[A]. C.Brown & P. Hagoort (eds.). Neurocognition of Language[C]. Oxford: Oxford University Press. 83-122. |
[35] | Linn R., E. L. Baker & S. B. Dunbar. 1991. Complex, performance-based assessment: Expectations and validation criteria[J]. Educational Researcher 20(8): 15-21. |
[36] | Leighton J. P. & M. J. Gierl. 2007. Defining and evaluating models of cognition used in educational measurement to make inferences about examinees' thinking processes [J]. Educational Measurement: Issues and Practices 26(2): 3-16. |
[37] | McCray, G. & T. Brunfaut. 2018. Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking[J]. Language Testing 35(1): 51-73. |
[38] | Messick S. 1989. Validity[A]. R. Linn (ed.). Educational Measurement[C]. Washington: American Council on Education. 13-103. |
[39] | Newton P. E. & S. D. Shaw. 2014. Validity in Educational & Psychological Assessment[M]. London: SAGE Publication Inc. |
[40] | Owen N. 2016. An Evidence-centred Approach to Reverse Engineering: Comparative Analysis of IELTS and TOEFL iBT Reading Sections[D]. University of Leicester. |
[41] | O'Sullivan, B. & C. J. Weir. 2011. Test development and validation [A]. B. O'Sullivan (ed.). Language Testing: Theories and Practices[C]. Basingstoke: Palgreve Macmillan. 13-32. |
[42] | Ruiz-Primo M. A., R. J. Shavelson, M. Li & S. E. Schultz. 2001. On the validity of cognitive interpretations of scores from alternative concept-mapping techniques[J]. Educational Assessment 7(2):99-141. |
[43] | Smith M. D. 2017. Cognitive validity: Can multiple-choice items tap historical thinking processes[J]. American Educational Research Journal 54(6):1256-1287. |
[44] | Storey P. 1997. Examining the test-taking process: A cognitive perspective on the discourse cloze test[J]. Language Testing 14(2):214-231. |
[45] | Snow R. E., L. Corno & D. Jackson. 1996. Individual differences in affective and conative functions [A]. D. C.Berliner & R. C. Calfee (eds.). Handbook of Educational Psychology[C]. New York: Macmillan. 243-310. |
[46] | Shaw S. D. & C. J. Weir. 2007. Examining Writing: Research and Practice in Assessing Second Language Writing[M]. Cambridge: Cambridge University Press. |
[47] | Taylor L. 2011. Examining Speaking: Research and Practice in Assessing second Language Speaking[M]. Cambridge: Cambridge University Press. |
[48] | Thelk A. D. & E. R. Hoole. 2006. What are you thinking? Postsecondary student think-alouds of scientific and quantitative reasoning items [J]. The Journal of General Education 55(1):17-39. |
[49] | Thompson, I. & J. Rubin. 1996. Can strategy instruction improve listening comprehension?[J]. Foreign Language Annals 29( 3): 331-342. |
[50] | Urquhart A. H. & C. J. Weir. 1998. Reading in a Second Language: Process, Product and Practice[M]. London: Longman. |
[51] | VanderVeen. A., K. Huff, M. Gierl, D. S. McNamara, M. M. Louwerse & A. C. Graesser. 2006. Developing and validating instructionally relevant reading competency profiles measured by the critical reading section of the SAT [A]. In D. S. McNamara (ed.). Reading Comprehension Strategies:Theory, Intervention and Technologies[C]. Mahwah: Lawrence Erlbaum. 137-174. |
[52] | Weir C. J. 2005. Language Testing and Validation: An Evidence-based Approach[M]. Basingstoke: Palgrave Macmillan. |
[53] | Weir C. J. 1988. Construct validity[A]. A.Hughes, D. & C. J. Weir (eds.). ELT Validation Project: Proceeding of a Conference Held to Consider the ELTS Validation Project Report[C]. Cambridge: The University of Cambridge Local Examination Syndicate. 38-65. |
[54] | Weir, C. J., R. Hawkey, T. Green & S. Devi. 2009. The cognitive processes underlying the academic reading construct as measured by IELTS [A]. In P. Thompson (ed.). International English Language Testing System (IELTS) Research Reports 2009 [C]. Canberra: British Council and IELTS Australia. 157-189. |
[55] | Xi, X. & Y. Sawaki. 2017. Methods of test validation [A]. E.Shohamy, L. G.Or & M.Stephen (eds.). Language Testing and Assessment (3rd edition)[C]. New York: Springer. 170-186. |
[56] | Yamashita J. 2003. Processes of taking a gap-filling test: Comparison of skilled and less skilled EFL readers[J]. Language Testing 20(3): 267-293. |
[57] | Yang, X. & S. E. Embretson. 2007. Construct validity and cognitive diagnostic assessment [A]. J. P.Leighton & M. J. Gierl (eds.). Cognitive Diagnostic Assessment for Education: Theory and Application[C]. Cambridge: Cambridge University Press. 119-145. |
[58] | Zhang L. M. & L. J. Zhang. 2013. Relationships between Chinese college test takers' strategy use and EFL reading test performance: A structural equation modeling approach[J]. RELC Journal 44(1): 35-57. |
[59] | 范劲松、 季佩英、 俞理明. 2014. 语言测试效度研究的另一视角:考试的因子结构研究[J]. 外语教学理论与实践(4): 34-40. |
[60] | 金艳. 2012. 计算机化语言测试的效度研究——浅析计算机能力与测试构念的关系[J]. 外语电化教学(1): 11-15. |
[61] | 江进林、 文秋芳. 2016. 基于Rasch模型的翻译测试效度研究[J]. 外语电化教学(1): 14-18. |
[62] | 孔菊芳. 2016. 基于过程证据的英语阅读测试效度验证[D]. 上海: 上海外国语大学. |
[63] | 施雅俐. 2015. 从答题过程检验CET4长篇阅读匹配题的构念效度[J]. 外语测试与教学(1): 24-31. |
[64] | 胥云、 武尊民. 2011. 国外考试策略研究综述——五十年回顾[J]. 外语教学理论与实践(1): 43-51. |
[65] | 邹申、 张艳莉、 周越美. 2002. 阅读测试中题目类型、策略与分数的关系——TEM4考试阅读项目的答题效度研究[J]. 外语与外语教学(5): 19-22. |
Viewed | ||||||
Full text |
|
|||||
Abstract |
|
|||||