What has experience got to do with it? An exploration of L1 and L2 Test takers’ perceptions of test performance and alignment to classroom literacy activities

Abstract

The importance of first language (L1) and second language (L2) test takers' experience with large-scale literacy testing has been well documented in educational research. Our study focused on the Ontario Secondary School Literacy Test (OSSLT), a cross- curricular literacy test that is one of the graduation requirements for Ontario high school students. We drew on qualitative data obtained from open-ended questions on a large- scale survey administered to OSSLT test takers. Whether the test takers were preparing to take the test or had already taken the test seemed to play a critical role in L1 and L2 test takers' perceptions. The most salient results highlight the role that test experience had on test takers' perceptions of their test performance and the alignment between the test and their classroom literacy activities.

Author's Note
Correspondence should be addressed to Christine Doe, Faculty of Education, Duncan McArthur Hall, 511 Union Street, Queen's University, Kingston, ON, Canada, K7M 5R7. E-mail: christine.doe@queensu.ca