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RLA. Revista de lingüística teórica y aplicada

versão On-line ISSN 0718-4883

Resumo

LLORIAN GONZALEZ, SUSANA. CONTENT ANALYSIS AND CONSTRUCT VALIDITY EVIDENCES IN SPANISH TESTS WITH GENERAL AND ACADEMIC PURPOSES. RLA [online]. 2019, vol.57, n.2, pp.65-86. ISSN 0718-4883.  http://dx.doi.org/10.4067/S0718-48832019000200065.

The content specificity of foreing languages with academic and professional purposes courses and tests has traditionally been a controversial issue. The notion of genre has become the main key of specificity (Belcher, 2009). None of the Spanish certification exams systems that declare them selves valid foracces sing to university study programs takes in to account the idea of textual genre when defining their content; neither, the comprehension processes of academic text share not considered in specific terms in that kind of exam. In this scenario, is necessary to ask whether there is a need for tests that assess a specific communicative ability to the academic fiel do rif the ability of candidates to function in these contexts can be measured with general tests. This paper presents the objectives, the methodological procedures and the main results of a research aimed at demonstrating, through evidences of content and construct validity, the need to develop specific academic tests that serve to identify the candidates capable of studying with Spanish as communication vehicle at universities, a faculty that general exams would lack. Expert judgment procedures and confirmatory factor analysis are used in relation to content and construct validity evidences. Research findings show significant differences between the results of tests with general purposes and those of tests with specific academic construct.

Palavras-chave : High-stakes certificationt tests; academic purposes tests; tests validation; aca demic listening.

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