Jul 2026· The Universal Academic Research Journal· Vol 8, pp. 117-129· 0 citations
Abstract
This research focuses on the development and validation of intermediate level English proficiency test designed in accordance with the Common European Framework of Reference for Languages (CEFR). The test was constructed through a multi-phase process involving item selection based on national curriculum standards, expert reviews, pilot testing, and statistical analysis. The process began with the careful selection of 30 test items from the official question pool of the Turkish Ministry of National Education. Expert evaluations were conducted by eight professionals from the fields of English language education and measurement. Using Lawshe’s Content Validity Ratio (CVR), items with insufficient content relevance were eliminated, and further improvements were made. The final version of the test was administered to a total of 190 eleventh-grade students from two public high schools in Turkey. Item analysis showed acceptable difficulty levels (ranging from 0.34 to 0.96, with a mean of 0.71) and discrimination values (ranging from 0.11 to 0.68, with a mean of 0.34). The internal consistency of the test was confirmed with a KR-20 reliability coefficient of 0.79. Exploratory factor analysis revealed a unidimensional structure, with one main factor accounting for 26% of the total variance. The results indicate that the developed instrument is both valid and reliable for measuring intermediate-level English proficiency
In line with the changing needs of today’s learners, and the emerging trends towards formative assessment, the aim of this research is to implement formative assessment tools in the classroom to serve as solutions for the problems and the issues already pinpointed through the research questions. The forms and semi-structured questions aim to find out a group of teacher candidates’ perceptions of language competencies, self-identified proficiency levels and deficiencies in language as well as their attitudes towards corrective feedback. This study employed quasi-experimental mixed methods design, which involves academic integrity while working with a specific group. The participants of this research are 60 ITE (Initial Teacher Education) students currently attending ELT (English Language Teaching) Department of a State University. The participants were appointed through purposive sampling. The data collected from the research instruments were processed by means of software programs. Quantitative data were analyzed using a statistical package program, while qualitative data were analyzed through thematic content analysis to acquire descriptive data about the topic. The findings provide strong evidence that contemporary learners increasingly favor interactive, student-centered and technology-enhanced learning environments while also appreciating the provision of corrective feedback.
Donercan Donuk, Emrah Doğan· Mersin Üniversitesi Eğitim F...· 0 citations
This study aimed to develop a self-perception-based scale, the Assessment of Engineering Literacy for All Majors (AELAM), applicable to Korean university students across all disciplines, and to examine the initial psychometric evidence for its internal structure. Based on a literature review and theoretical integration, a five-factor, 28-item pool was constructed and refined to 26 items through two rounds of expert content validity review (N = 14; N = 8), cognitive interviews (N = 15), and a pilot analysis (N = 248). The main survey collected data from 500 university students via the Macromill Embrain online panel. Following an analysis plan preregistered on the Open Science Framework, parallel analysis, competing confirmatory factor analyses of one- to five-factor models, and reliability and validity tests were conducted. Parallel analysis recommended a single factor, and the five-factor model was statistically equivalent to the three-factor model. Through by the principle of parsimony, a three-factor structure (engineering thinking and performance, sociotechnical responsibility and practice, sociocultural critical analysis) was adopted. A supplementary bifactor analysis yielded an explained common variance of .853 and a general-factor reliability (omega hierarchical) of .917, indicating that the scale is essentially unidimensional. Accordingly, the total score serves as the primary unit of interpretation, with the three factors functioning as auxiliary content domains for curricular feedback. The scale is designed as a learner-centered diagnostic tool that allows students to assess their own engineering-literacy self-perception and supports individualized feedback in liberal education. This study contributes a psychometric basis for redefining engineering literacy as a liberal-education competency required of all citizens and for diagnosing students' self-perception of it.
Yeonhong Jeon· The Korea Association of Yeo...· 0 citations
This mixed-methods, design-based study examined the co-design of an educational launchpad for supporting transferable linguistic proficiency among adult university-affiliated learners of French as a Foreign Language (FLE). Grounded in Service Design and operationalised through Action Research cycles, the intervention treated language learning as a service journey in which learners functioned as co-design partners rather than passive recipients of instruction. Fifty-eight Egyptian adult FLE learners (N = 58; CEFR A2-B1) participated in an eight-week implementation organised around Discovery, Define/Ideate, Develop/Prototype, and Deliver/Evaluate phases. Pretest-posttest outcomes were assessed using a 25-point French proficiency performance test (FLE-PP) and an 8-item Self-Perceived Communication Competence scale (SPCC). Participants showed higher posttest scores on both outcomes, with FLE-PP means increasing from 10.22 to 18.36 and SPCC means increasing from 2.20 to 4.13. Because the study used a one-group pretest-posttest design, these gains are interpreted as changes associated with the launchpad implementation rather than as definitive causal effects. The qualitative sub-corpus of 18 paired participant accounts, user stories, and workshop artifacts showed a movement from a perceived linguistic wall toward artifact-based agency, with participants using scripts, visual maps, simulators, and peer support to navigate institutional encounters. The integrated interpretation suggests that co-designed artifacts and socially validated rehearsal may help learners convert classroom knowledge into usable communicative resources, although replication with a comparison condition and stronger measurement evidence is required.
Fatma Abdelaal, M. Mekheimer· Asian-Pacific Journal of Sec...· 0 citations
The study aimed to construct and validate an Achievement Test in Mathematics for Class IX students. A systematic test-development procedure was followed, comprising test planning, blueprint preparation, item construction, expert review, pilot administration, item analysis, and reliability estimation. The content domain covered 13 units from the NCERT-prescribed Class IX Mathematics curriculum and represented four learning domains: knowledge, understanding, application, and skill. An initial pool of 240 multiple-choice items was prepared in English and translated into Assamese, with bilingual review undertaken to support conceptual and linguistic equivalence. The draft test was administered to 241 Class IX students from six secondary schools in Dhemaji district, Assam, selected through purposive sampling. Item difficulty and discrimination indices were used to identify suitable items. Content validity was examined by five experts in Education, Mathematics pedagogy, and secondary-school Mathematics teaching. The final instrument contained 120 items arranged into four sub-tests of 30 items each. For reliability estimation, the test was administered twice to 312 Class IX students from seven secondary schools at a ten-day interval. The four sub-tests yielded test–retest coefficients ranging from 0.78 to 0.82, while the overall coefficient was 0.79. The Assamese version yielded a coefficient of 0.82, and the correlation between English and Assamese scores was 0.81. The findings provide preliminary evidence of content coverage and temporal stability within the sampled context.
Subhalakhi Konwar, Manashee Gogoi· Asian Journal of Education a...· 0 citations
This study aimed to develop a human literacy-based learning model to prepare adaptive pre-service teachers in the Faculty of Education. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through questionnaires, observations, interviews, and documentation. The instruments included questionnaires, observation sheets, interview guides, and documentation checklists. Data were analyzed using descriptive quantitative and qualitative techniques. The findings showed that the model achieved a mean score of 3.66 for content validity and 3.75 for construct validity, indicating that it was highly valid. The practicality test also demonstrated positive results, with mean scores of 4.33 from students and 4.30 from lecturers, both categorized as highly practical. Furthermore, the effectiveness test yielded a mean score of 2.90, indicating a moderate level of effectiveness in improving students' human literacy competencies. The results suggest that the developed human literacy-based learning model is valid, practical, and effective for fostering adaptive competencies among pre-service teachers. Therefore, the model can serve as an innovative pedagogical framework for preparing future educators to address the challenges of twenty-first-century education.
Yusnadi Yusnadi, N. Nasution, Z. Lubis et al.· International Journal of Edu...· 0 citations
The objective of this study was to validate the curriculum model for research-oriented teacher education at Farhangian University by examining its content validity and evaluating the adequacy of its core domains, including knowledge, attitude, skills, and institutional facilities, based on expert judgments and inferential statistical analysis. This study employed a quantitative survey design for the purpose of validating the proposed curriculum model developed during the qualitative phase of the research. The study population consisted of experts in curriculum planning, primary education, and experienced sixth-grade teachers, from whom twelve individuals were selected using purposive sampling based on their academic qualifications and professional experience. Data were collected using a researcher-developed questionnaire consisting of eleven items derived from the components of the proposed curriculum model, covering the domains of knowledge, attitude, skills, and institutional facilities. The questionnaire was designed using a Likert-type response format and its face and content validity were confirmed by subject matter experts. The reliability of the instrument was assessed using Cronbach’s alpha coefficient, which yielded a value of 0.92, indicating high internal consistency. Data analysis was conducted using the content validity ratio (CVR) method based on Lawshe’s formula, as well as inferential statistical tests including the one-sample t-test and Pearson correlation coefficient, using statistical software. The results of the content validity analysis showed that all components of the proposed curriculum model achieved CVR values above the minimum acceptable threshold, confirming their validity. The one-sample t-test results indicated that the mean scores for the knowledge (M = 3.42, t = 3.65, p < 0.001), attitude (M = 3.63, t = 6.89, p < 0.001), and skill (M = 3.25, t = 6.17, p < 0.001) domains were significantly higher than the hypothetical criterion mean, indicating strong validation and acceptance of these domains. In contrast, the facilities domain showed a significantly lower mean score (M = 1.09, t = -34.51, p < 0.001), indicating insufficient institutional support relative to the expected standard. The findings confirm the overall validity and structural adequacy of the proposed curriculum model for research-oriented teacher education, particularly in terms of its knowledge, attitudinal, and skill components, while highlighting the need to strengthen institutional facilities and infrastructure to support effective implementation of the model at Farhangian University.
Zahra Ghorbani, Hossein Baghaei, Seyyed Abdollah Hojjati· Assessment and Practice in E...· 0 citations