Jose Fabián Elizondo-González
A Tale of Two Regions: Exploring Test Bias in Costa Rica’s First English Proficiency CAT
This study investigates test fairness in the first administration of computerized adaptive tests for English proficiency developed by the Foreign Language Assessment Program in Costa Rica. Using Item Response Theory (IRT) modeling, listening and reading comprehension tests were analyzed and identified Differential Item Functioning (DIF) across students from the Greater Metropolitan Area (GMA) and Non-GMA regions. The results revealed that 7% of listening items and 17% of reading items exhibited DIF, systematically favoring GMA students. Additionally, 11% of reading items showed low discrimination values, indicating inadequate differentiation between test-takers of varying ability levels. These findings highlight potential threats to test fairness, particularly in contexts marked by socio-economic inequalities. The implications and limitations of the study are further discussed in terms of test bias, targeted training, and practice materials to ensure fairer assessment outcomes.
Solange Haydée Barros Bustos &
Shreya Malla
Developing and Validating a Task Commitment Scale
Task commitment is a crucial but often overlooked factor in understanding academic and professional success, particularly in the context of College Students. While existing research emphasizes motivation and self-efficacy as a key element in academic achievement, there is a lack of validated instruments specifically designed to measure task commitment as defined by Renzulli’s has the capacity for high levels of interest, enthusiasm, fascination, and involvement in a particular problem or area of study (Renzulli, 1986). This study aims to address this gap by developing and validating a Task Commitment Scale, initially designed for graduate students. The instrument consists of 20 items distributed across four subscales: Involvement, Fascination for the Subject, Motivation, and Quality & Improvement. A pilot study was conducted with 29 graduate students, and reliability analysis demonstrated strong internal consistency (Cronbach’s α = .90). The results suggest that Task commitment scale is a reliable and valid instrument. Further investigation is necessary, focusing on expanding the sample size, refining item validity, and exploring the applicability of this scale to other populations and academic settings.
Phillip Hammond, Jake Majeske, & Jose Fabián Elizondo-González
Life Fulfillment of Military Veteran in College Programs
This study explores the degree to which college students who have served in the military report feeling fulfilled in their lives. The research examines various factors, including the military branch served, job performed during service, academic major, and enrollment in undergraduate or graduate programs. Using Multilevel Modeling (MLM), the study aims to determine whether military job roles influence reported life fulfillment, while accounting for variables such as major, program type, and student age.