Tech4_DLPT 5 Presentation.pptx

The Defense Language Proficiency Test 5

DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER

Contents of Presentation Test Purpose and Target Population Test Design and Test Delivery Test Format Test Content and Passage Selection Task Types Creating Multiple-Choice items

Test Purpose and Target Population Measures general language proficiency Based on the Interagency Language Roundtable (ILR) Skill Level Descriptions Measures Reading & Listening Comprehension ability

Target Population -Native speakers of English who have learned a foreign language -Native speakers of other languages with very strong English skills

DLPT5 Test Design Multiple-Choice and Constructed-Response formats Three (3) Ranges (linear):

Computer Adaptive Test (CAT): All ranges

DLPT5 Test Delivery (1) Reading Comprehension (RC) Test Printed texts presented in the Target Language

Multiple-Choice: Examinee reads an item in English and then chooses a correct answer from among 4 options.

DLPT5 Test Delivery (2) Listening Comprehension (LC) Test Audio texts delivered in the Target Language Multiple-Choice: Examinee reads an item in English and then chooses a correct answer from among 4 options.

Audio files play once for L0+, L1 and L1+ and twice for L2 and above.

Multiple-Choice Test Format (1)

Each RC passage has 1–5 items depending on the ILR level.

Each LC passage has 1-3 items depending on the ILR level.

Test Specifications

Multiple-Choice Test Format (2) Elements of a multiple-choice item set:

orientation statement (OS) stimulus in the Target Language Stem 4 options (Key and 3 distractors)

Multiple-Choice Test Format (3)

Multiple-Choice Test Format (4)

Test Content Content areas as defined by the DLIFLC’s Final Learning Objectives (FLO):

Cultural and Social Military and Security Economic and Political Scientific and Technological Geography: Physical, Political, Economic

Passage Selection (1) Passages are:

for the general population of Target Language readers or listeners primarily sampled from authentic material and real-life sources minimally edited sometimes semi-scripted cover a wide range of topics

Passage Selection (2) End goal:

Replicate material that, in the Target Language, is used for communicative purposes.

Task Types (1) The TASK is determined in reference to the set of abilities defined in the ILR for the level of the passage.

The TASK must match the passage level.

Task Types (2)

1. Understand a single word or phrase

2. Understand the general subject matter under discussion

3. Understand a factual detail that is mentioned in the passage

4. Understand a viewpoint, opinion, suggestion, or advice

5. Understand sequence of events / sequencing

6. Understand causal relationship / cause and effect

7. Understand differences and/or similarities of events, issues, entities, viewpoints, etc.

Task Types (3)

8. Differentiate facts from opinions

9. Understand the contextual meaning of words, phrases, or idioms

10. Understand the purpose of a given sociolinguistic and/or cultural reference or allusion

11. Understand the reasons/purposes of using particular examples or illustrations as used by the author or speaker

12. Understand the author’s or speaker’s intended purpose

Task Types (4)

13. Understand the author’s or speaker’s attitude about, or tone on, an issue

14. Understand lines of argumentation supporting the author’s or speaker’s view/position

15. Draw/Reach appropriate conclusions by evaluating details and making a judgment

16. Make a prediction based on information presented

Comprehension Types Literal Comprehension: Finding the correct answer to the item requires comprehension of information that is explicitly stated in the passage.

Inferential Comprehension: Finding the correct answer to the item necessitates comprehension in which examinees are required to integrate information presented in the passage together with their schemata to infer meanings that are intended by the author/speaker in the given communicative context.

Multiple-Choice options (1) Options must address the Stem correctly:

Correct grammatical connection between the Stem and each option Logical connection between the idea in the Stem and the idea in each option

Multiple-Choice options (2) Should be:

Clear and as concise as possible Visually and structurally similar Plausible answers to the question Related to the text, in content and language Independent of each other

The Key The Key is defined as a complete and accurate answer to the question posed in the Stem

The Distractors Should be:

attractive to examinees plausible to examinees below the item level (who did not fully understand the passage and/or the Stem)

relevant to the passage (related to its content and/or language)

BUT

inaccurate answers to the question as posed in the Stem

Please refer to “Rules for Writing DLPT items For Multiple Choice Tests.”

Questions ?

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