STATISTICAL VALIDATION OF AN ENGLISH FOR SPECIFIC PURPOSES ACHIEVEMENT TEST USING CLASSICAL TEST THEORY: A CASE STUDY OF A HIGHER EDUCATION INSTITUTION

2026-06-02T16:33:56+03:00

Language achievement tests are widely used in higher education to assess student learning outcomes; however, their psychometric quality is rarely examined. This is particularly common in professional technical education, where teachers often design tests independently without conducting statistical validation. This article presents a Classical Test Theory (CTT)-based validation of a Professional English achievement test administered to first-year students in the Technical Maintenance of Automobiles programme at Šiaulių valstybinė kolegija, Lithuania. The study was motivated by a professional development partnership between the institution and Universidad de Jaén, Spain, within the NEOLAiA European Universities Alliance. A multiple-choice pilot test was analyzed using IBM SPSS Statistics. The analysis focused on item facility values, distractor functioning, item discrimination, and internal reliability. The results indicated that 80% of items fell within the acceptable facility value range, 45 out of 50 items demonstrated acceptable to excellent discrimination, distractors functioned effectively, and overall internal reliability was satisfactory (Cronbach’s α = .783). The findings confirm that the test demonstrates adequate psychometric quality and highlight the practical value of CTT as an accessible tool for institutional test validation.

Are Generation Z More Open to Change than Millennials? Georgian Case

2026-06-16T09:20:01+03:00

Schwartz, 1992). The person behaves according to these values both individually and in a group. The emergence of generations as a concept is associated with the idea that individuals who are born in the same historical period share the process of forming a system of values, attitudes, and worldviews (Mannheim, 1952). Using Schwartz’s basic value theory (1992), this study analyzes the differences between millennials and Generation Z in four high-level value dimensions: Self-transcendence, Self-empowerment, Openness to change, and Conservation. 161 respondents participated in the quantitative research study. It was found that in Georgia, millennials and Generation Z differ in the value dimension such as Openness to Change.

PROFESSIONAL STUDIES: Theory And Practice

STATISTICAL VALIDATION OF AN ENGLISH FOR SPECIFIC PURPOSES ACHIEVEMENT TEST USING CLASSICAL TEST THEORY: A CASE STUDY OF A HIGHER EDUCATION INSTITUTION

Are Generation Z More Open to Change than Millennials? Georgian Case