awej 5 no.4 full issue 2014

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AWEJ Volume.5 Number.4, 2014Fair, Reliable, Valid: Developing a Grammar Test UtilizingEfeotorMike OrrTable 7.Item details for the grade 11 studentsA comparison between the two age groups is made easier using a scatter plot as shown in Figure6.Figure 6.Scatter Plot showing grade 9 and grade 11 resultsThe scatter plot confirms that overall there was no bias in the test towards either of the twogrades. However, items 17 and 18 were relatively more difficult for the grade 11 students. Bothof these items have a high difficulty level on the test. With only a very small number of studentsgetting the items correct it cannot be said that the items were biased. The DIF graph which isArab World English Journalwww.awej.org 219ISSN: 2229-9327
AWEJ Volume.5 Number.4, 2014Fair, Reliable, Valid: Developing a Grammar Test UtilizingEfeotorshownMike Orrin Figure 7 also shows that there was no bias in the test. Both groups performed verysimilarly on each item. This is with the exception of items 17 and 18. However, with therelatively small sample used to trial the test, and then even smaller number of examinees whoanswered the item correctly, no credible claim of bias can be made.Figure 7.Person DIF plotConclusionIn conclusion, an analysis of the data shows that the test was mostly reliable, valid and fair. Theitems did test the construct, grammar competency. In general, the students needed more ability toget the items with higher difficulty correct. However, the item difficulty of each item does notmatch with what was expected from the construct map. This may be because the leveling ofgrammar items by the British Council and EQUALS is inaccurate. It may also be because certainitems were not written well. Before such conclusions could be made, and the construct mapaltered, the test would need to be developed further. During this development, further itemswould need to be added for each grammar topic. Instead of having just one question on thepresent perfect continuous tense, the test would contain at least two. This would enrich the datafor analysis. Moreover, the developed test could be given to a larger sample which includesfemales.One possible reason why the item difficulties were not as expected is the fact that the firstlanguage of every student impacts upon their learning. As a result, there are certain grammaritems which are particularly difficult. Grammatical structures which are familiar to the learner inhis mother tongue are easier to grasp. However, those which are alien to the student may causeArab World English JournalISSN: 2229-9327www.awej.org220
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