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Towards a valid measurement of monitored knowledge

University of Pittsburgh

This paper provides a number of reflections on the difficulties involved in measuring monitored knowledge of second language grammar, and describes the construction and validation of a prototype test for measuring this knowl edge. It is argued that a fill-in-the-blanks format is to be preferred over multi ple choice, grammaticality judgement or error correction tasks. Problems in defining the structures to be tested are discussed, and a pragmatic solution is proposed. The psychometric characteristics of three versions of the prototype test are described, based on the results obtained for 62 learners of French as a second language in their last year of high school in Dutch-speaking Belgium.

Language Testing, Vol. 7, No. 2, 147-157 (1990)
DOI: 10.1177/026553229000700202


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