Topic variation in performance testing: the case of the Chemistry TEACH test for international teaching assistants
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The Department of English seeks to provide all university students with the skills of effective communication and critical thinking, as well as imparting knowledge of literature, creative writing, linguistics, speech and technical communication to students within and outside of the department.
History
The Department of English and Speech was formed in 1939 from the merger of the Department of English and the Department of Public Speaking. In 1971 its name changed to the Department of English.
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1939-present
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- Department of English and Speech (1939-1971)
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- College of Liberal Arts and Sciences (parent college)
- Department of English (predecessor, 1898-1939)
- Department of Public Speaking (predecessor, 1898-1939)
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Abstract
Test method facets are particularly important in the design. development. and use of language tests because these allow for a certain amount of control in testing. Topic of input is an important feature within the framework of test method facets. Recent studies have focused on general topics versus field specific topics. Yet. field specific performance tests for international teaching assistants often provide different topics for each examinee. assuming equivalency between topics. The comparison of general topics versus field specific topics is unable to capture the full effect of topic. This study reports research into topic features and the effect topic variation has on a performance test for international teaching assistants. the chemistry TEACH test. Results Indicate a relationship between topic of input as defined by the topic features of concepts. math. and calculations and test scores on the chemistry TEACH.