Skip to search boxSkip to navigationSkip to main content

Empiricism versus connoisseurship: establishing the appropriacy of texts in tests of academic reading

Research Output:
Contribution to journal
Article
 Peer-review

Abstract

This paper explores the potential of using information technology for the empirical measurement of contextual parameters identified in the socio-cognitive framework (the framework developed by CRELLA for test validation). Previously the level of difficulty represented by reading texts used in English Language tests has been estimated through expert judgement. The study, in contrast, employs computational tools for automated text analyses, demonstrating how relevant contextual features have been opened to empirical measurement by new technology. The techniques showcased in this paper allow for a more rigorous approach to reading test specification.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 191

Journal (Volume, Issue Number)

Language Testing (Volume 27, Issue 2)

Publication milestones

  • Published - 01/04/2010

Publication status

Published - 01/04/2010

ISSN

0265-5322

Publication IDs

  • handle.net: 10547/224633
  • Scopus: 77952938407

Access to documents

Publication metrics