The current paper presents a cut-score study of an English writing proficiency test developed for teachers of English in an EFL context. In this context, it is important to gather evidence that the scores are meaningful and can be interpreted in terms of the Common European Framework of Reference (CEFR). The paper reports an application of the Rasch-Grouped Rating Scale Model to determine cut scores in relation to CEFR levels, and it touches on how the use of the psychometric model was informed by the design of the writing rubrics.
11:30am - 12:00pm CDT
Presented at: MwALT 2015