| The following is a list of chapters and chapter sections of the Ph.D.CHAPTER 1: Scope of the Study
1.1 Introduction: The problem and purpose of the study
1.2 Psychometrics and norm-referenced testing
1.3 Summative assessment
1.4 The One Best Test
1.5 Hypotheses of the study
1.6 Historical and educational context
1.7 Measures used in the study
1.8 Method overview
1.9 Preview of Chapters 2 to 6
1.10 Summary of Chapter 1
CHAPTER 2: Theoretical Issues in the Testing of Language Proficiency and Academic Achievement
2.1 Introduction
2.2 Ability, cognitive skills and language ability
2.3 Competence and performance
2.4 Proficiency
2.5 The discrete-point/integrative controversy
2.6 Cognitive and Academic Language Proficiency (CALP) and “test language”
2.7 Language proficiency and academic achievement
2.8 Validity
2.8.1 Face validity
2.8.2 Content validity
2.8.3 Construct validity
2.8.4 Criterion validity: concurrent and predictive validity
2.9 Reliability
2.9.1 Approaches to the measurement of reliability
2.10 Ethics of measurement
2.11 Summary of Chapter 2
CHAPTER 3: Sampling, and Structure and Administration of the English Proficiency Tests
3.1 Introduction
3.2 Sampling procedures for the selection of subjects
3.2.1 The two main groups of the sample: First Language (L1) and second Language (L2) groups
3.3 Structure and administration of the English proficiency tests
3.3.1 The cloze tests
3.3.1.1 Theoretical overview
3.3.1.2 The cloze tests used in the study
3.3.2 The essay tests
3.3.2.1 Theoretical overview
3.3.2.2 The essay tests used in the study
3.3.3 Error recognition and mixed grammar tests
3.3.3.1 Theoretical overview
3.3.3.2 Error recognition and mixed grammar tests used in the study
3.3.4 The dictation test
3.3.4.1 Introduction
3.3.4.2 Theoretical overview
3.3.4.3 The dictation tests used in the study
3.3.4.4 Presentation of the dictation tests
3.3.4.5 Method of scoring of the dictation tests
3.4 Summary of Chapter 3
CHAPTER 4: Results of the proficiency tests
4.1 Introduction
4.2 Reliability coefficients
4.3 Analysis of variance of the dictation tests
4.4 Validity coefficients
4.5 Descriptive data of the L1 and L2 groups
4.6 The L1 and L2 groups: Do these levels represent separate populations?
4.7 Comparing groups and comparing tests
4.8 Error analysis and rater reliability
4.8.1 Rater reliability among educators of teachers of English
4.8.1 Interrater reliability: scores and judgements
4.9 Summary of Chapter 4
CHAPTER 5: The Prediction of Academic achievement
5.1 Introduction
5.2 Correlational analysis and multiple regressions of the predictions
5.3 Frequency distributions of the predictions and data analysis
5.3.1 What do we mean by correlation?
5.4 General discussion of language proficiency tests as predictors of academic achievement
5.5 The reliability and predictive validity of the Grade 6 reports of previous schools
5.5.1 Introduction
5.5.2 An examination of the Grade 6 reports
5.6 Summary of the findings and their generalisability
5.5 Summary of Chapter 5
CHAPTER 6: Implications and Conclusions
6.1 Introduction
6.2 The L1/L2 and native speaker/non-native speaker distinctions
6.3 Negotiating the task-demands and the “Threshold Project”
6.4 Competence-based Education training (CBET) and “Outcomes-based Education” (OBE)
6.5 Rater consistency, or reliability
6.6 Paradigm lost paradigm regained (recreated?)
6.7 Conclusion of the study
6.8 Summary of Chapter 6
Tables
Table 1.1 Rowntree’s Schema of Assessment and Evaluation
Table 1.2 Rea’s Schema of Assessment
Table 1.3 Grade 9 Pass Rate
Table 1.4 Grade 12 Pass Rate
Table 1.5 Comparison of Grade 6 reports between Connie
Minchin Primary School and 28 DET Schools
Table 1.6 Comparison of Grade 6 reports between mother tongue
English speakers and non-mother tongue English speakers
Table 2.1 Functionalist and Structuralist Levels of language
Table 3.1 Detailed Analysis of the L1 Subjects
Table 3.2 Detailed Analysis of the L2 Subjects
Table 3.3 Normal Presentation of Dictation using One Presenter with One Presentation to all Four Groups
Table 3.4 Presentation of Dictation with Four Presenters: First Presentation of Each Presenter
Table 4.1 Reliability Coefficients of All the Tests 107
Table 4.2 Cumulative Reliability Coefficients: Comparison between Error Recognition Test (ER) and Mixed Grammar Test (GRAM)
Table 4.3 Analysis of Variance of the Dictation Tests with First Presentation
Table 4.4 Validity Coefficients of English Proficiency Tests
Table 4.5 Means, Standard Deviations and z-tests for the L1 and L2 groups
Table 4.6 Frequency Distribution of all the Tests
Table 4.7 Occupation of Parents of the L2 Subjects
Table 4.8 Error Recognition test: Percentage Error
Table 4.9 Protocol 1 (L2): Summary NAETE Judgements of Raters on Content, Grammar and Spelling
Table 4.10 Protocol 2 (L1): Summary of NAETE Judgements of Raters on Content, Grammar and Spelling
Table 5.1 Grade 6 to Grade 11 Correlational Analysis of the Prediction of Academic Achievement with Aggregate as Criterion
Table 5.2 Stepwise Multiple Regression Analysis of Predictions
Table 6.1. Attitudes to Testing
Figures
Figure 1.1 Rea’s Schema of Assessment
Figure 1.2 Rowntree’s Schema of Assessment & Evaluation
Figure 2.1 Second Language Proficiency as a Criterion Variable and as a Predictor Variable
Figure 4.1 Comparison between the reliabilities of ER and GRAM
Figure 4.2 A Comparison of the Groups at Mmabatho High School with the Middle School (MID) on the Cloze Tests
Figure 4.3 Frequency Distribution of the Scores Awarded by the 24 Raters on Protocol 1
Figure 4.4 Frequency Distribution of the Scores Awarded by the 24 Raters on Protocol 2
Figure 4.4 Histogram of frequency distribution of NAETE scores on Protocol 2 (L1)
Figure 5.1 NTL1 (Non-Tswana L1) Grade 7 to Grade 11 Pass Rate
Figure 5.2 TL1 (Tswana L1) Grade 7 to Grade 11 Pass Rate
Figure 5.3 L1 (NTL1 & TL1) Grade 7 to Grade 11 Pass Rate
Figure 5.4 L2 Grade 7 to Grade 11 Pass Rate
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