References of "Reichert, Monique 50002918"
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See detailReading in German versus reading in French: Are there different attributes that determine the difficulty of reading comprehension items in both languages?
Reichert, Monique UL; Sonnleitner, Philipp UL; Martin, Romain UL

Poster (2014, August 26)

The current study aims at identifying those cognitive and linguistic attributes that best describe and explain reading test performance in two languages, and of individuals with different language ... [more ▼]

The current study aims at identifying those cognitive and linguistic attributes that best describe and explain reading test performance in two languages, and of individuals with different language backgrounds. German and French language teachers from Luxembourg secondary schools were asked to rate a number of either German or French reading tasks with regard to a list of cognitive and linguistic attributes. The teachers’ item attribute ratings were then linked to the empirical data collected in a large-scale study among Luxembourg 9th graders. Based on the initial item-attribute assignments, ideal item-response patterns could be presumed and compared to real examinees’ response patterns by using a linear logistic test modeling approach. The results from the different modeling steps show (a) whether the theoretical assumptions underlying the difficulty in reading comprehension items hold, (b) whether they hold for both German and French, and (c) whether they hold for participants with different language backgrounds. [less ▲]

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See detailDo cognitive processes involved in solving reading comprehension items differ in students with differing language background?
Sonnleitner, Philipp UL; Wrobel, Gina UL; Reichert, Monique UL

Scientific Conference (2014, July)

One major global challenge of educational assessment that has to be addressed on a local level is the increasing number of students with immigration background usually speaking a different language at ... [more ▼]

One major global challenge of educational assessment that has to be addressed on a local level is the increasing number of students with immigration background usually speaking a different language at home compared to their native peers (OECD, 2012). Especially in large-scale contexts, however, individual and tailored testing responding to their specific (language) needs is not possible. Although DIF-analyses are common practice in current large-scale assessments, they only indicate whether and to what extent an item is biased but provide no information on which cognitive processes might cause that bias – crucial information when evaluating school systems. The current study goes beyond traditional DIF-analyses by using the IRT based linear logistic test model (LLTM; Fischer, 1973) that allows for modeling cognitive demands and therefore processes involved in each item. Specifically, we draw on a sample of more than 5000 Luxembourgish 3rd graders and analyze whether cognitive and linguistic item attributes (e.g., kind of inference that is needed to solve the item, textual coherence; Sonnleitner, 2008) of a large-scale reading comprehension test do possess different difficulty for students with varying language background. We do this by determining a cognitive model including such attributes that adequately describe item difficulty parameters in native students. Subsequently, we will cross validate this model in several sub-samples with varying language background. Results not only show if cognitive and linguistic item attributes do differ with regard to difficulty in the different samples but also if some cognitive processes do compensate each other in certain samples. It will be discussed how these results can be used to complement common DIF-analyses and to obtain more fine-grained information on students’ performance differences in reading comprehension. [less ▲]

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See detailItem Development and Test Compilation
Sonnleitner, Philipp UL; Reichert, Monique UL; Ugen, Sonja UL

in Fischbach, Antoine; Ugen, Sonja; Martin, Romain (Eds.) ÉpStan Technical Report (2014)

Detailed reference viewed: 74 (10 UL)
See detailDo test takers with different language backgrounds take the same C-test? The effect of native language on the validity of C-tests.
Reichert, Monique UL; Brunner, Martin UL; Martin, Romain UL

in Grotjahn, Rüdiger (Ed.) Der C-Test: Aktuelle Tendenzen/The C-Test: current trends. (2014)

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See detailThe impact of language background on the validity of C-tests.
Reichert, Monique UL

Scientific Conference (2013, November 22)

Detailed reference viewed: 40 (0 UL)
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See detailHow well does ‚general language proficiency’ explain language test performance?
Reichert, Monique UL; Brunner, Martin UL; Martin, Romain UL

Scientific Conference (2013, August 28)

The current research addresses the seemingly contradiction between the multiple findings of C-tests loading on a single general language proficiency (GLP) factor on the one hand, and the assumption that ... [more ▼]

The current research addresses the seemingly contradiction between the multiple findings of C-tests loading on a single general language proficiency (GLP) factor on the one hand, and the assumption that language proficiency as considered by language testing researchers is multi-dimensional. Research on the structure of language proficiency and in psycholinguistics suggests that GLP may best be represented as the common core across diverse language measures. In the present research, it is hypothesized that C-tests are excellent measures of this common core. In contrast, other language measures, beyond putting demands on GLP, are assumed to tap unique processes, explaining why multi-dimensionality often best reflects the structure of language measures. The current research addresses this hypothesis by examining structural equation models that evaluate alternative assumptions about the dimensionality of language proficiency. 222 students from the highest academic school track in Luxembourg completed a French C-test, as well as the Test de Connaissance du Français (TCF), encompassing measures of reading, listening, speaking and writing. The results show that the four TCF measures put extra demands on unique processes, whereas the C-test measured GLP only. The findings point out that the C-test should not be expected to replace measures of the four basic language skills, i.e., of reading and listening comprehension, or of written and spoken production, when a clear diagnostic of language proficiency in one of those domains is needed. [less ▲]

Detailed reference viewed: 63 (0 UL)
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See detailThe e-CLES project: how to make a scenario-based certificate valid, reliable and fair?
Tardieu, Claire; Reichert, Monique UL; Rivens Mompean, Annick

Scientific Conference (2013, May 28)

The Higher Education Language Skills Certification (French CLES) is a scenario-based language certification accredited by the French Ministry for Higher Education which is linked to the Common European ... [more ▼]

The Higher Education Language Skills Certification (French CLES) is a scenario-based language certification accredited by the French Ministry for Higher Education which is linked to the Common European Framework of Reference for Languages (CEFR). It allows students to obtain a certification to testify their skills in 11 different languages and at three different levels: CLES 1, 2, 3 corresponding respectively to levels B1, B2, C1 of the CEFR. CLES enables five language skills to be assessed: listening, reading, writing, speaking and interacting. As such it belongs to the fourth generation in the history of testing: the action-oriented integrative sociolinguistic approach (cf Spolsky 1981, Reichert, 2011, Tardieu 2013). This presentation will deal with a submitted Franco-Luxembourgian project aiming at framing the conditions for a valid, reliable and fair CLES. The project will notably involve improving the linking to the CEFR levels: The Dutch CEF Grid as well as the CEF-ESTIM grid and the expertise in standard setting gained through the Socrates EBAFLS project will be used. Key reference materials such as the SurveyLang (Cito, 2011) reports and The Manual (A.L.T.E/Council of Europe, 2011) will be solicited. The expertise of the CLES teams of testers shall be improved through the use of new criterial grids and specific tester trainings. A German and English C-Test (Raatz & Klein-Braley, 1982, Reichert, 2011), as well as additional comprehensive language tests will be used to verify the criterion validity of the CLES. Both reliability and validity of the CLES will be verified before and after the adaptation of the procedures linking the CLES to the CEFR. This will eventually allow the documentation of adequate approaches and methods helping to enhance the validity of language tests such as the CLES with regard to the CEFR. [less ▲]

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See detailLuxemburger Schülerinnen und Schüler im internationalen Vergleich
Böhm, Bettina; Fischbach, Antoine UL; Ugen, Sonja UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

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See detailEinfluss des Sprachhintergrundes auf Schülerkompetenzen
Ugen, Sonja UL; Martin, Romain UL; Böhm, Bettina et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

Detailed reference viewed: 120 (21 UL)
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See detailKompetenzerwerb in Bezug auf das sozioökonomische und kulturelle Umfeld
Reichert, Monique UL; Muller, Claire UL; Wrobel, Gina UL et al

in SCRIPT; EMACS (Eds.) PISA 2012. Nationaler Bericht Luxemburg (2013)

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See detailBefunde zum Migrationshintergrund und zum sozio-ökonomischen Familienhintergrund
Muller, Claire UL; Reichert, Monique UL; Ugen, Sonja UL et al

in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011-2012 (2012)

Detailed reference viewed: 54 (7 UL)
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See detailÉpreuves Standardisées: Ziele und methodische Grundlagen
Brunner, Martin UL; Fischbach, Antoine UL; Reichert, Monique UL et al

in Martin, Romain; Brunner, Martin (Eds.) Épreuves Standardisées. Nationaler Bericht 2011‐2012 (2012)

Detailed reference viewed: 63 (8 UL)
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See detailReading comprehension strategies of biliterate students in German and French
Ugen, Sonja UL; Brunner, Martin UL; Fischbach, Antoine UL et al

Scientific Conference (2011, July)

Detailed reference viewed: 83 (13 UL)
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See detailThe structure of academic self-concepts revisited: The nested Marsh/Shavelson model
Brunner, Martin UL; Keller, Ulrich UL; Dierendonck, Christophe UL et al

in Journal of Educational Psychology (2010), 102(4), 964-981

Detailed reference viewed: 415 (28 UL)