The Validity of the Scores of Learners According to the Test-type Employed

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  • テスト形式の違いで被験者の得点及び順位はどう変わるか -内容理解問題と下線部和訳の場合-
  • テストケイシキノチガイデヒケンシャノトクテンオヨビジュンイハドウカワルカ

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Translation-into-Japanese tests (TRJ tests) have frequently been employed in many entrance examinations and term-end examinations in Japanese high schools. The reason for the frequent use of TRJ tests seems to be that most, if not all, Japanese teachers of English believe that such tests measure learners' reading comprehension ability. The author, however, questions the plausibility of this assertion because reading comprehension is one thing, and translation is quite another. In other words, being able to translate English into Japanese requires more than a literal understanding of what is written in English passages. This position is supported by Fujikake (1980). The main purpose of this study is to investigate two points regarding TRJ tests: (a) whether such tests can measure learners' reading comprehension ability; and (b) whether the scores of learners are valid or invalid according to the test-type employed. In order to test these two points, two test-types—TRJ tests and reading comprehension tests—were conducted, using the same reading material. The results of this study show that TRJ tests do not necessarily measure learners' reading comprehension ability, suggesting that the scores of the test takers are not valid, especially among mid-level learners

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