Measuring Mandarin Chinese Auditory Comprehension in Early Elementary School Levels Author: Chih-Chien Yang(Graduate Institute of Educational Measurement & Statistics,National Taichung University) ,Chi-Ming Su(Department of Psychology,National Chung Cheng University) ,Wen-Chuan Sheng(Chung-Kung Elementary School)

Vol.&No.：Vol. 51, No. 1
Date：April 2006
Pages：213-232
DOI：10.3966/2073753X2006045101010

Abstract：

Auditory/Listening comprehension in their native language is a particularly critical learning skill in children's early school career. In this study, a Mandarin Chinese listening comprehension inventory was developed and validated for first-graders in Taiwan. This listening comprehension inventory, which can be administrated for group testing, comprises four listening comprehensions sub-scales: auditory memorization, sentence-listening comprehension, phrase-listening comprehension, and grammatical and semantic judgments made by/after listening. To validate the dichotomous testing results in these listening tests, a robust estimator for estimating categorical structural equation models was used to estimate uni-dimensional factor analysis models, MIMIC models, and multiple-groups confirmatory factor analysis models for the data sets. It was concluded that this listening comprehension inventory meets all testing standards.

Keywords：auditrory/listening comprehension, uni-dimension test, MIMIC model, Multiple-groups confirmatory factor analysis, measurement validity

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