Tackling the challenge of construct validity in assessing newly arrived learners' receptive skills: investigations on a multilingual online-based diagnostic tool.
Uloženo v:
| Název: | Tackling the challenge of construct validity in assessing newly arrived learners' receptive skills: investigations on a multilingual online-based diagnostic tool. |
|---|---|
| Autoři: | Gantefort, Christoph, Barberio, Teresa, Busch, Lukas, Goltsev, Evghenia |
| Zdroj: | Frontiers in Communication; 2025, p1-16, 16p |
| Témata: | TEST validity, LANGUAGE ability testing, STUDENTS, LANGUAGE ability, LISTENING skills, DIAGNOSIS, FORMATIVE evaluation, TEACHER development |
| Abstrakt: | Introduction: This study presents the theoretical rationale and first empirical findings on Allrad-M, a newly developed multilingual procedure for the assessment of receptive linguistic skills. The tool is designed to enhance test fairness and construct validity when evaluating newly arrived learners' listening and reading comprehension. Unlike monolingual diagnostic instruments, Allrad-M enables learners to switch flexibly between German, Ukrainian, Russian, and English, allowing for a more accurate assessment of comprehension skills regardless of their proficiency in German as a second language. Methods: The exploratory study is based on two data sources. First, ten screen recordings of learners' interactions with Allrad-Mwere analyzed to examine how participants used their linguistic repertoires when processing texts and responding to test items. Second, a semi-structured interview was conducted with a teacher who implemented the tool in classroom practice, providing professional insights into its diagnostic potential. Results: The analysis of the screen recordings shows that learners actively mobilized their multilingual resources while working with the tool. Language choices were shaped by context (reception vs. assessment) and modality (reading vs. listening). Case analyses further highlight individual strategies in the use of multiple languages. The teacher interview indicates that Allrad-M reveals aspects of learners' potential that often remain undetected in monolingual assessments. Discussion: The findings suggest that Allrad-M can strengthen formative assessment practices for newly arrived learners by recognizing multilingual repertoires as resources rather than obstacles. Future development should focus on integrating additional languages and providing targeted teacher training to support the implementation of multilingual diagnostic tools. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Communication is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Databáze: | Complementary Index |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: edb DbLabel: Complementary Index An: 189012621 RelevancyScore: 1082 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 1082.14636230469 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Tackling the challenge of construct validity in assessing newly arrived learners' receptive skills: investigations on a multilingual online-based diagnostic tool. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gantefort%2C+Christoph%22">Gantefort, Christoph</searchLink><br /><searchLink fieldCode="AR" term="%22Barberio%2C+Teresa%22">Barberio, Teresa</searchLink><br /><searchLink fieldCode="AR" term="%22Busch%2C+Lukas%22">Busch, Lukas</searchLink><br /><searchLink fieldCode="AR" term="%22Goltsev%2C+Evghenia%22">Goltsev, Evghenia</searchLink> – Name: TitleSource Label: Source Group: Src Data: Frontiers in Communication; 2025, p1-16, 16p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22TEST+validity%22">TEST validity</searchLink><br /><searchLink fieldCode="DE" term="%22LANGUAGE+ability+testing%22">LANGUAGE ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22STUDENTS%22">STUDENTS</searchLink><br /><searchLink fieldCode="DE" term="%22LANGUAGE+ability%22">LANGUAGE ability</searchLink><br /><searchLink fieldCode="DE" term="%22LISTENING+skills%22">LISTENING skills</searchLink><br /><searchLink fieldCode="DE" term="%22DIAGNOSIS%22">DIAGNOSIS</searchLink><br /><searchLink fieldCode="DE" term="%22FORMATIVE+evaluation%22">FORMATIVE evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22TEACHER+development%22">TEACHER development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction: This study presents the theoretical rationale and first empirical findings on Allrad-M, a newly developed multilingual procedure for the assessment of receptive linguistic skills. The tool is designed to enhance test fairness and construct validity when evaluating newly arrived learners' listening and reading comprehension. Unlike monolingual diagnostic instruments, Allrad-M enables learners to switch flexibly between German, Ukrainian, Russian, and English, allowing for a more accurate assessment of comprehension skills regardless of their proficiency in German as a second language. Methods: The exploratory study is based on two data sources. First, ten screen recordings of learners' interactions with Allrad-Mwere analyzed to examine how participants used their linguistic repertoires when processing texts and responding to test items. Second, a semi-structured interview was conducted with a teacher who implemented the tool in classroom practice, providing professional insights into its diagnostic potential. Results: The analysis of the screen recordings shows that learners actively mobilized their multilingual resources while working with the tool. Language choices were shaped by context (reception vs. assessment) and modality (reading vs. listening). Case analyses further highlight individual strategies in the use of multiple languages. The teacher interview indicates that Allrad-M reveals aspects of learners' potential that often remain undetected in monolingual assessments. Discussion: The findings suggest that Allrad-M can strengthen formative assessment practices for newly arrived learners by recognizing multilingual repertoires as resources rather than obstacles. Future development should focus on integrating additional languages and providing targeted teacher training to support the implementation of multilingual diagnostic tools. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Frontiers in Communication is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://erproxy.cvtisr.sk/sfx/access?url=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=189012621 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/fcomm.2025.1537384 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: TEST validity Type: general – SubjectFull: LANGUAGE ability testing Type: general – SubjectFull: STUDENTS Type: general – SubjectFull: LANGUAGE ability Type: general – SubjectFull: LISTENING skills Type: general – SubjectFull: DIAGNOSIS Type: general – SubjectFull: FORMATIVE evaluation Type: general – SubjectFull: TEACHER development Type: general Titles: – TitleFull: Tackling the challenge of construct validity in assessing newly arrived learners' receptive skills: investigations on a multilingual online-based diagnostic tool. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gantefort, Christoph – PersonEntity: Name: NameFull: Barberio, Teresa – PersonEntity: Name: NameFull: Busch, Lukas – PersonEntity: Name: NameFull: Goltsev, Evghenia IsPartOfRelationships: – BibEntity: Dates: – D: 30 M: 10 Text: 2025 Type: published Y: 2025 Titles: – TitleFull: Frontiers in Communication Type: main |
| ResultId | 1 |