Construct Validity of MSRT Reading Comprehension Module in Iranian Context

  •  Elham Sichani    
  •  Omid Tabatabaei    


Many researchers were interested in validity of the language proficiency tests in the previous decades. The present study aims to study the construct validity of the Ministry of Science, Research, and Technology Reading Comprehension module (MSRT) in the Iranian context. After administering a standard language proficiency test (OPT) 65 intermediate EFL learners were selected. The participants passed some 72 hours learning MSRT techniques and the strategies needed to be adopted in the MSRT test sessions. After all these hours, MSRT test was administered to those learners in some institutes. Later EFL questionnaire on reading was run among them and they were asked to check the skills they have applied during MSRT reading comprehension test. Both qualitative and quantitative approaches helped this study to collect and analysis the data. By qualitative approaches, this study collected expert’s and test takers’ judgments and by quantitative approaches, collected factor analysis. The results revealed that there were a significant consent among the judgments of the experts and an agreement among the test takers on the skills being measured by MSRT reading module. Finally, explanatory factor analysis did not reveal similar findings as those in the judgmental phase of the study. The items in the MSRT reading comprehension tests didn’t confirm that MSRT reading parts assess the reading skills in the Iranian context. This study highlighted the importance of designing and using more reliable and valid tests, for researchers and designers, and those who are interested in the use of such tests.

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