The National Center for Assessment in Higher Education: Its Role in Developing a Standardized Test for Arabic Proficiency in Speakers of other Languages (STAPSOL)

The National Center for Assessment in Higher Education: Its Role in Developing a Standardized Test for Arabic Proficiency in Speakers of other Languages (STAPSOL)

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The National Center for Assessment in Higher Education: Its Role in Developing a Standardized Test for Arabic Proficiency in Speakers of other Languages (STAPSOL)

In response to requests from some academic institutions, the National Center for Assessment in Higher Education has developed a Standardized Test of Arabic Proficiency in Speakers of other Languages(STAPSOL). This test follows strict methodology in the way its items are written, reviewed, experimented, maintained and secured. ,The test has four components: Verbal Comprehension (VC), Structure (ST), Listening Comprehension (LC), and Compositional Analysis (CA) as well as non-scorable trial items. A direct writing task is also included.In order to meet internationally recognized standards, this test is made to insure reliability, validity and fairness to sex, region and level of study. In addition to achieving maximum quality assurance, the test items are written and reviewed by native speakers who are specialists in the fields of Arabic and applied linguistics and measurement. Its listening section is recorded exclusively by native speakers of Arabic. STAPSOL is also in the process of being formally linked to the Common European Framework for Languages (CEFR).A sample of 1621enrolling in different institution in Jakarta Indonesia took the tests. However, the findings indicated that the test is reliable. Initial construct validity evidence support the validity of the test. However, More studies of the test validity need to be collected. ,

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