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Kaja Haugen, Cecilie Hamnes Carlsen, Christine Möller-Omrani
This article presents the process of constructing and validating a test of metalinguistic awareness (MLA) for young school children (age 8–10). The test was developed between 2021 and 2023 as part of the MetaLearn research project, financed by The Research Council of Norway. The research team defines MLA as using metalinguistic knowledge at a point in real time. To develop the test, the research team relied heavily on general measurement theory (psychometrics) and insights from the field of language testing and assessment. This aids in the process of developing a practical and user-friendly MLA-test which yields valid scores and reliably measures the state and the development of MLA. This innovative approach to MLA testing offers explicitness about the theoretical construct of the test and at the same time contributes to controlling the difficulty and discriminatory power of each test item. We argue that the test development process presented here is useful when developing tests of MLA and similar concepts, as it facilitates comparison of results as well as replicability. This development process and its detailed description also make it possible to adapt the MetaLearn MLA-test to other contexts.
Making use of knowledge about language (metalinguistic awareness) is an important aspect when learning languages. It is especially useful to examine how this awareness develops in early schooling, as this is where the foundations for lifelong language learning are laid. However, few research instruments exist that measure metalinguistic awareness comprehensively. In this paper, we present the process of developing a metalinguistic awareness test for young language learners (age 8–10), the MetaLearn metalinguistic awareness test. To develop the test, we have drawn on insights from two related research fields: general measurement theory, and language testing and assessment. In these fields, a test needs to be developed with the users and purpose in mind. The test quality is determined by a clear definition of what the test is supposed to measure (here: metalinguistic awareness), that it measures consistently, is practical to administer, and has a positive impact. The article presents a systematic overview of the steps we took to address these criteria. This resulted in a test that is suitable to measure the development of metalinguistic awareness over time. Our article is intended to enable others to critically review the MetaLearn test, and to adapt it for their own contexts and purposes. Also, the article provides general guidelines that others can follow for their own test development. Finally, the article is useful for practitioners who want to learn more about what a high-quality test is and how to evaluate existing assessment instruments.
Denne artikkelen presenterer utviklingen av en test av metaspråklig bevissthet (MSB) rettet mot unge skoleelever (8–10 år). Testen ble utviklet mellom 2021 og 2023 som en del av forskningsprosjektet MetaLearn, finansiert av Norges Forskningsråd. Forskerne definerer MSB som det å bruke metaspråklig kunnskap på et gitt tidspunkt. For å utvikle testen har forskerteamet basert seg på generell målingsteori (psykometri) og innsikter fra språktestingsfeltet. Dette muliggjør utviklingen av en praktisk og brukervennlig MSB-test som gir valide resultater og reliabelt måler MSB og dens utvikling over tid. Denne innovative tilnærmingen til å utvikle en MSB-test fordrer at man eksplisitt definerer testens teoretiske konstrukt. Samtidig bidrar fremgangsmåten til å kontrollere vanskelighetsgraden og diskrimineringsgraden til hvert eneste item. Vi argumenterer for at utviklingsprosessen presentert her er nyttig for å utvikle tester av MSB og lignende fenomen, da det muliggjør sammenligning av resultater og replikasjon i andre kontekster. Utviklingsprosessen, samt dens detaljerte beskrivelse i artikkelen, muliggjør også at MetaLearn-prøven kan tilpasses andre kontekster.
