Abstract
The test taker box in the frameworks above is directly connected to the theory-based validity box because these individual characteristics will directly impact on the way individuals process the test task set up by the context validity box. Obviously, the tasks themselves will also be constructed with the overall test population and the target use situation clearly in mind as well as with concern for their theory-based validity.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
Further reading
Angoff (1989) deals with investigation for context bias in TOEFL.
Berry (1993) looked at personality characteristics as a potential source of test bias.
Chapelle (1988) looks at field independence as source of variation in test performance.
Chihara et al. (1989) deal with background and culture in EFL reading comprehension.
Clapham (1996) deals with effects of background knowledge on reading test performance.
Green (2003) surveys background variables and their effect on performance in IELTS.
Kunnan (1995) looks at test taker characteristics and effects on performance.
Ryan and Bachman (1992) use DIF to investigate bias in proficiency tests.
Swinton and Powers (1980) look at the effect of LI on performance.
Author information
Authors and Affiliations
Copyright information
© 2005 Cyril J. Weir
About this chapter
Cite this chapter
Weir, C.J. (2005). Test Takers. In: Language Testing and Validation. Research and Practice in Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9780230514577_6
Download citation
DOI: https://doi.org/10.1057/9780230514577_6
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-4039-1189-6
Online ISBN: 978-0-230-51457-7
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)