Aktuelle Tendenzen / Current Trends
Edited By Rüdiger Grotjahn
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.
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.