Analysis of the Junior High School English Test Items of the National Assessment of Academic Ability Using Item Response Theory

Abstract

Considering the importance of foreign language education in the present-day global society, an English test for junior high school students was added to the National Assessment of Academic Ability (“Zenkoku Gakuryoku Gakushu Jyokyo Chousa”) in 2019. This study analyzed the test items using Item Response Theory (IRT) to obtain useful information for the enhancement of the instruction given in the English classroom at junior high schools and for the further development of the assessment. The English test consisted of listening, reading, writing, and speaking sections, and the 26 items included were created based on the Course of Study for foreign languages. The English test was administered in 96% of all the junior high schools in Japan. After checking the dimensionality of the test, item parameters are estimated using the data from 923,638 examinees who had responded to all four parts by the two-parameter logistic model (2PLM). The item parameter estimates are examined in terms of sections, abilities to be measured, criteria, modes, and assessment formats. The items with extreme values are investigated. The results indicate that junior high school students need to do more productive activities in the classroom to develop the ability to use English for communicating in real-life situations. This study confirms that the English test of the National Assessment system can be developed using IRT technologies