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Der C-Test: Aktuelle Tendenzen- The C-Test: Current Trends

Aktuelle Tendenzen / Current Trends


Edited By Rüdiger Grotjahn

C-Tests bestehen aus mehreren kurzen Texten, in denen fehlende Wortteile zu rekonstruieren sind. Sie haben hervorragende psychometrische Eigenschaften und werden in einer Vielzahl von Kontexten zur ökonomischen Messung von (allgemeiner) Sprachkompetenz eingesetzt. Dieser Band illustriert den aktuellen Stand der C-Test-Forschung. Der Fokus liegt auf Augenscheingültigkeit und Washback von C-Tests; C-Test-Leistung und Intelligenz; C-Tests als Screening-Instrumente für TestDaF und SIMTEST; ROC-Analysen zur Zuordnung von C-Test-Ergebnissen zu den Kompetenzstufen des GER; Verwendung von C-Tests im Unterricht. Eine Besonderheit des Bandes ist die umfassende C-Test-Bibliographie des Herausgebers.
C-Tests consist of several short texts in which the missing parts of words have to be reconstructed. C-Tests have excellent psychometric properties and are used in many contexts as economical tests of language proficiency. This collection of papers illustrates the state of the art of C-Test research. It focuses on face validity and washback of C-Tests, C-Test performance and intelligence, C-Tests as screening devices for TestDaF and SIMTEST, ROC analyses for relating C-Test scores to the CEFR as well as use of C-tests in the classroom. A special feature of the volume is the editor’s comprehensive C-Test bibliography.
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Do C-tests measure language comprehension of learning disabled students?


Markus Linnemann & Jürgen Wilbert*

C-tests are attractive in first and second language teaching within a classroom setting. They allow for planning lessons, internal differentiation and curriculum based measurement (CBM) accompanying a series of lessons and intervention sessions. This makes C-tests an interesting test formatin classes for learning disabled students. In a previous study, Linnemann & Wilbert (2010) showed the general applicability and a high reliability of the C-test among those students. However, questions regarding the validity remained unsolved. The goal of the study at hand is to find out if C-test performance reflects general language proficiency in terms of a capability for comprehensive cognitive and academic language processing. To attain this goal we conducted two studies. Study 1 is a correlational study. Forty-nine students had to work on C-tests. Subsequently, they had to answer questions about the contents of the C-Test texts and about written and orally given texts of the same material. The C-Test performance correlated with reading comprehension but not with listening comprehension.Study 2 is an experimental study. Forty-six students had towork on C-tests. Subsequently they had to answer questions about the C-Test texts. This procedure was either announced or unannounced.Students in the announced condition built up a more elaborated mental model facilitating the C-test performance. The overall results showed that C-tests map the capability of learning disabled students for comprehensive cognitive and academic language processing. However, this could only be shown in the specific language use task of reading.

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