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| language testing and assessment: Language Testing and Assessment Glenn Fulcher, Fred Davidson, 2007 Introducing students to the methods and debates associated with language testing assessment, this book explores the testing of linguistic competence of children, students, asylum seekers and many others in context of the uses to which such research can be put. It also presents and comments on key readings and articles. |
| language testing and assessment: Local Language Testing Slobodanka Dimova, Xun Yan, April Ginther, 2020-02-20 Local Language Testing: Design, Implementation, and Development describes the language testing practice that exists in the intermediate space between large-scale standardized testing and classroom assessment, an area that is rarely addressed in the language testing and assessment literature. Covering both theory and practice, the book focuses on the advantages of local tests, fosters and encourages their use, and provides suggested ideas for their development and maintenance. The authors include examples of operational tests with well-proven track records and discuss: the ability of local tests to represent local contexts and values, explicitly and purposefully embed test results within instructional practice, and provide data for program evaluation and research; local testing practices grounded in the theoretical principles of language testing, drawing from experiences with local testing and providing practical examples of local language tests, illustrating how they can be designed to effectively function within and across different institutional contexts; examples of how local language tests and assessments are developed for use within a specific context and how they serve a variety of purposes (e.g., entry-level proficiency testing, placement testing, international teaching assistant testing, writing assessment, and program evaluation). Aimed at language program directors, graduate students, and researchers involved in language program development and evaluation, this is a timely book in that it focuses on the advantages of local tests, fosters and encourages their use, and outlines their development and maintenance. It constitutes essential reading for language program directors, graduate students, and researchers involved in language program development and evaluation. |
| language testing and assessment: Evaluating Language Assessments Antony John Kunnan, 2017-07-06 Evaluating Language Assessments offers a comprehensive overview of the theoretical bases and research methodologies for the evaluation of language assessments and demonstrates the importance of a fuller understanding of this widely used evaluative tool. The volume explores language assessment evaluation in its wider political, economic, social, legal, and ethical contexts while also illustrating quantitative and qualitative methods through discussions of key research studies. Suitable for students in applied linguistics, second language acquisition and language assessment and education, this book makes the case for a clear and rigorous understanding of the theoretical and methodological underpinnings of language assessment evaluation in order to achieve fair assessments and just institutions. |
| language testing and assessment: Language Testing and Assessment , 19?? |
| language testing and assessment: Language Testing and Validation C. Weir, 2004-11-22 Tests for the measurement of language abilities must be constructed according to a coherent validity framework based on the latest developments in theory and practice. This innovative book, by a world authority on language testing, deals with all key aspects of language test design and implementation. It provides a road map to effective testing based on the latest approaches to test validation. A book for all MA students in Applied Linguistics or TESOL, and for professional language teachers |
| language testing and assessment: Language Testing and Assessment Elana Shohamy, Nancy H. Hornberger, 2010-08-12 This volume addresses the broad theme and specific topics associated with current thinking in the field of language testing and assessment. The volume offers •multiple perspectives on the ‘what’ (the ‘trait’) of languages, and the ‘how’ (‘the method’) of assessment •multiple approaches developed for assessment especially given the multiplicity of languages used by many diverse groups of learners in many different contexts •focus on the societal roles of language testers, their responsibility to be socially accountable and to ensure ethicality and professionalism •focus on language testing in multilingual and diverse contexts This is one of ten volumes of the Encyclopedia of Language and Education published by Springer. The Encyclopedia bears testimony to the dynamism and evolution of the language and education field, as it confronts the ever-burgeoning and irrepressible linguistic diversity and ongoing pressures and expectations placed on education around the world. |
| language testing and assessment: Validity Argument in Language Testing Carol A. Chapelle, Erik Voss, 2021-01-21 Language tests play pivotal roles in education, research on learning, and gate-keeping decisions. The central concern for language testing professionals is how to investigate whether or not tests are appropriate for their intended purposes. This book introduces an argument-based validity framework to help with the design of research that investigates the validity of language test interpretation and use. The book presents the principal concepts and technical terms, then shows how they can be implemented successfully in practice through a variety of validation studies. It also demonstrates how argument-based validity intersects with technology in language testing research and highlights the use of validity argument for identifying research questions and interpreting the results of validation research. Use of the framework helps researchers in language testing to communicate clearly and consistently about technical issues with each other and with researchers of other types of tests. |
| language testing and assessment: Exploring Language Assessment and Testing Anthony Green, 2013-10-01 Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. Exploring Language Assessment and Testing is a straightforward introduction to the field that provides an inclusive and impartial survey of both classroom based assessment by teachers and larger scale testing, using concrete examples to guide students to the relevant literature. Ranging from theory to classroom based scenarios, the author provides practical guidance on designing, developing and using assessments, with flexible, step by step processes for improving the quality of tests and assessment systems to make them fairer and more accurate. This book is an indispensable introduction to the areas of language assessment and testing, and will be of interest to language teachers as well as postgraduate and advanced undergraduate students studying Language Education, Applied Linguistics and Language Assessment. |
| language testing and assessment: Language Assessment Literacy Dina Tsagari, 2020-04-21 The field of language testing and assessment has recognized the importance and underlying theoretical and practical underpinnings of language assessment literacy (LAL), an area that is gradually coming to prominence. This book addresses issues that promote the concept of LAL for language research, teaching, and learning, covering a range of topics. It brings together 14 chapters based on high-stakes and classroom-based studies authored by academics, professionals and researchers in the field. The text examines diverse issues through a multifaceted approach, presenting high-quality contributions that fill a gap in a research area that has long been in need of theoretical and empirical attention. |
| language testing and assessment: Learner Corpora in Language Testing and Assessment Marcus Callies, Sandra Götz, 2015-04-15 The aim of this volume is to highlight the benefits and potential of using learner corpora for the testing and assessment of L2 proficiency in both speaking and writing, reflecting the growing importance of learner corpora in applied linguistics and second language acquisition research. Identifying several desiderata for future research and practice, the volume presents a selection of original studies, covering a variety of different languages. It features studies that present very thoroughly compiled new corpus resources which are tailor-made and ready for analysis in LTA, new tools for the automatic assessment of proficiency levels, and new methods of (self-)assessment with the help of learner corpora. Other studies suggest innovative research methodologies of how proficiency can be operationalized through learner corpus data. The volume is of particular interest to researchers in (applied) corpus linguistics, learner corpus research, language testing and assessment, as well as for materials developers and language teachers. |
| language testing and assessment: The Routledge Handbook of Language Testing Glenn Fulcher, Luke Harding, 2021-12-15 This second edition of The Routledge Handbook of Language Testing provides an updated and comprehensive account of the area of language testing and assessment. The volume brings together 35 authoritative articles, divided into ten sections, written by 51 leading specialists from around the world. There are five entirely new chapters covering the four skills: reading, writing, listening, and speaking, as well as a new entry on corpus linguistics and language testing. The remaining 30 chapters have been revised, often extensively, or entirely rewritten with new authorship teams at the helm, reflecting new generations of expertise in the field. With a dedicated section on technology in language testing, reflecting current trends in the field, the Handbook also includes an extended epilogue written by Harding and Fulcher, contemplating what has changed between the first and second editions and charting a trajectory for the field of language testing and assessment. Providing a basis for discussion, project work, and the design of both language tests themselves and related validation research, this Handbook represents an invaluable resource for students, researchers, and practitioners working in language testing and assessment and the wider field of language education. |
| language testing and assessment: Language Assessment H. Douglas Brown, 2018-03-16 Language Assessment: Principles and Classroom Practices is designed to offer a comprehensive survey of essential principles and tools for second language assessment. Its first and second editions have been successfully used in teacher-training courses, teacher certification curricula, and TESOL master of arts programs. As the third in a trilogy of teacher education textbooks, it is designed to follow H. Douglas Brown's other two books, Principles of Language Learning and Teaching (sixth edition, Pearson Education, 2014) and Teaching by Principles(fourth edition, Pearson Education, 2015). References to those two books are made throughout the current book. Language Assessment features uncomplicated prose and a systematic, spiraling organization. Concepts are introduced with practical examples, understandable explanations, and succinct references to supportive research. The research literature on language assessment can be quite complex and assume that readers have technical knowledge and experience in testing. By the end of Language Assessment, however, readers will have gained access to this not-so-frightening field. They will have a working knowledge of a number of useful, fundamental principles of assessment and will have applied those principles to practical classroom contexts. They will also have acquired a storehouse of useful tools for evaluating and designing practical, effective assessment techniques for their classrooms. |
| language testing and assessment: Language Testing and Evaluation Desmond Allison, 1999 This book brings together two related fields - language testing and language programme evaluation - in a way that no single introductory text has done, and seeks to encourage closer relations between the two in both academic curricula and professional practice. It introduces readers not just to basic concepts, but to some of the major social, educational and research concerns and activities that characterise language testing and evaluation. The book can serve either as a basic text for a taught course, or for self-study. All chapters include suggestions for further reading, and discussions frequently point towards possible explorations in classroom research and practice. A glossary of key concepts and a select annotated bibliography are provided. The book addresses the language teaching profession generally as well as students of applied linguistics and English language teaching. |
| language testing and assessment: Re-examining Language Testing Glenn Fulcher, 2015-06-12 Winner of the SAGE/ILTA Book Award 2016 Re-examining Language Testing explores ideas that form the foundations of language testing and assessment. The discussion is framed within the philosophical and social beliefs that have forged the practices endemic in language education and policy today. From historical and cultural perspectives, Glenn Fulcher considers the evolution of language assessment, and contrasting claims made about the nature of language and human communication, how we acquire knowledge of language abilities, and the ethics of test use. The book investigates why societies use tests, and the values that have driven changes in practice over time. The discussion is presented within an argument that an Enlightenment inspired view of human nature and advancement is most suited to a progressive, tolerant, and principled theory of language testing and validation. Covering key topics such as measurement, validity, accountability and values, Re-examining Language Testing provides a unique and innovative analysis of the ideas and social forces that shape the practice of language testing. It is an essential read for advanced undergraduate and postgraduate students of Applied Linguistics and Education. Professionals working in language testing and language teachers will also find this book invaluable. |
| language testing and assessment: Handbook of Second Language Assessment Dina Tsagari, Jayanti Banerjee, 2016-03-07 Second language assessment is ubiquitous. It has found its way from education into questions about access to professions and migration. This volume focuses on the main debates and research advances in second language assessment in the last fifty years or so, showing the influence of linguistics, politics, philosophy, psychology, sociology, and psychometrics. There are four parts which, when taken together, address the principles and practices of second language assessment while considering its impact on society. Read separately, each part addresses a different aspect of the field. Part I deals with the conceptual foundations of second language assessment with chapters on the purposes of assessment, and standards and frameworks, as well as matters of scoring, quality assurance, and test validation. Part II addresses the theory and practice of assessing different second language skills including aspects like intercultural competence and fluency. Part III examines the challenges and opportunities of second language assessment in a range of contexts. In addition to chapters on second language assessment on a national scale, there are chapters on learning-oriented assessment, as well as the uses of second language assessment in the workplace and for migration. Part IV examines a selection of important issues in the field that deserve attention. These include the alignment of language examinations to external frameworks, the increasing use of technology to both deliver and score second language tests, the responsibilities associated with assessing test takers with special needs, the concept of 'voice' in second language assessment, and assessment literacy for teachers and other test and score users. |
| language testing and assessment: A Principled Approach to Language Assessment National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Committee on Foreign Language Assessment for the U.S. Foreign Service Institute, 2020-09-19 The United States is formally represented around the world by approximately 14,000 Foreign Service officers and other personnel in the U.S. Department of State. Roughly one-third of them are required to be proficient in the local languages of the countries to which they are posted. To achieve this language proficiency for its staff, the State Department's Foreign Service Institute (FSI) provides intensive language instruction and assesses the proficiency of personnel before they are posted to a foreign country. The requirement for language proficiency is established in law and is incorporated in personnel decisions related to job placement, promotion, retention, and pay. A Principled Approach to Language Assessment: Considerations for the U.S. Foreign Service Institute evaluates the different approaches that exist to assess foreign language proficiency that FSI could potentially use. This report considers the key assessment approaches in the research literature that are appropriate for language testing, including, but not limited to, assessments that use task-based or performance-based approaches, adaptive online test administration, and portfolios. |
| language testing and assessment: Validation in Language Assessment Antony John Kunnan, 2013-04-03 Validation in Language Assessment contributes to the variety of validation approaches and analytical and interpretive techniques only recently adopted by language assessment researchers. Featuring selected papers from the 17th Language Testing Research Colloquium, the volume presents diverse approaches with an international perspective on validation in language assessment. |
| language testing and assessment: The Handbook of Language Assessment Across Modalities Tobias Haug, Wolfgang Mann, Ute Knoch, 2021 The identification of language problems and subsequent evaluation of interventions depend in part on the availability of useful and psychometrically robust assessments to determine the nature and severity of their problems and monitor progress. The purpose of these assessments may be to measure a child's language proficiency, that is, how they perform relative to other children and whether they have the language level expected and needed for schooling, or they may have a specifically clinical purpose, to identify the occurrence and nature of a disorder. The purpose of assessment is key to the aspects of language targeted in an assessment and the methods used to target these. In the case of spoken English, there are many language assessments ranging from broad language tests to more narrowly focused measures, reflecting the complexity of the language system and its use-- |
| language testing and assessment: Multilingual Testing and Assessment Gessica De Angelis, 2021-09-06 The field of multilingual testing and assessment has grown rapidly in recent years due to the widespread need to integrate immigrant populations into mainstream education and to provide fair and equitable forms of assessment for all students. However, a continuing emphasis on bilingual students has created a significant gap in testing and assessment research. This book addresses the need for research and guidance on testing multilingual students: at its heart is the difference between designing multilingual tests and testing multilingual individuals. The author introduces an integrated approach to testing and assessment, a flexible approach that combines information about multilingual learners' knowledge, skills and abilities with information about their language background and living environment. The book provides an overview of existing research conducted with multilingual populations; provides guidelines for test-writers, teachers and educators that outline the steps involved in the design, administration, scoring and interpretation of tests for multiple language speakers; and demonstrates how to use the integrated approach to testing and assessment in a multilingual educational context. |
| language testing and assessment: Assessing Languages for Specific Purposes Dan Douglas, 2000 This book is the first to examine implementation of tests for specific purposes. |
| language testing and assessment: English Language Assessment and the Chinese Learner Liying Cheng, Andy Curtis, 2010-03-17 Building on current theoretical and practical frameworks for English language assessment and testing, this book presents a comprehensive, up-to-date, relevant picture of English language assessment for students in China (Mainland China, Hong Kong and Taiwan) and for Chinese learners of English around the world. |
| language testing and assessment: Challenges in Language Testing Around the World Betty Lanteigne, Christine Coombe, James Dean Brown, 2021-02-17 This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results. Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use. |
| language testing and assessment: Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom White, Eddy, Delaney, Thomas, 2018-11-23 The evaluation of student performance and knowledge is a critical element of an educator’s job as well as an essential step in the learning process for students. The quality and effectiveness of the evaluations given by educators are impacted by their ability to create and use reliable and valuable evaluations to facilitate and communicate student learning. The Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom is an essential reference source that discusses effective language assessment and educator roles in evaluation design. Featuring research on topics such as course learning outcomes, learning analytics, and teacher collaboration, this book is ideally designed for educators, administrative officials, linguists, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes. |
| language testing and assessment: Fairness and Validation in Language Assessment Antony John Kunnan, 2000-10-12 Fairness of language tests and testing practices has been a concern among test developers and test users. The 19th annual Language Testing Research Colloquium held in 1997 in Florida, brought this concern into focus. The papers in this volume offer an introduction to fairness and validation in the field of language assessment. |
| language testing and assessment: Scoring Second Language Spoken and Written Performance Ute Knoch, Judith Fairbairn, Yan Jin, 2021 The ability to speak and write effectively is widely recognized as an important skill in many contexts and for many purposes, both personal, educational and professional. Because these skills are considered important in second and foreign language learning contexts, they are often included in performance assessments. The scoring of such performances is, however, a complex undertaking and has attracted much attention, both in first and second language learning contexts. The increasing use of automated scoring systems has added to this complexity in recent years. It is therefore all the more surprising that there is no book available that provides an overview of this topic area - the scoring of second language performances. This monograph fills this gap, by drawing together the latest literature in the area. It focusses on issues relating to both rater-mediated assessments and sets out consideration in relation to automated scoring systems (and other technology) which are increasingly used in our field. This monograph provides a useful introduction to graduate students, researchers, test developers, other practitioners and teachers to this topic which has in many ways dominated the field of language assessment over many decades. |
| language testing and assessment: Frontiers in Language Assessment and Testing Vahid Aryadoust, Thomas Eckes, Yo In’nami, 2020-12-30 This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact. |
| language testing and assessment: Practical Language Testing Glenn Fulcher, 2024-11-29 Practical Language Testing equips you with the skills, knowledge and principles necessary to understand and construct language tests. This practical guide offers step-by-step guidelines on the design of assessments within the classroom and provides the necessary tools to analyse and improve assessments, as well as deal with alignment to externally imposed standards. Testing is situated both within the classroom and within the larger social context, and readers are provided with the knowledge necessary to make realistic and fair decisions about the use and implementation of tests. Now in its second edition, this respected text has been substantially revised and updated, including a new chapter on validity drawing from the author's Messick Award for innovation in validity theory and practice. It also includes expanded coverage of standardised testing and learning-oriented assessment, and introduces task design features, including authenticity, and automated assessment. With its frequently updated online resources to support language assessment (https://languagetesting.info/), this book is the ideal introduction for students of applied linguistics, TESOL and modern foreign language teaching, as well as practising teachers required to design or implement language testing programmes. |
| language testing and assessment: Exploring Language Assessment and Testing Anthony Green, 2013-10-01 Routledge Introductions to Applied Linguistics is a series of introductory level textbooks covering the core topics in Applied Linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study. The books take an innovative 'practice to theory' approach, with a 'back-to-front' structure. This leads the reader from real-world problems and issues, through a discussion of intervention and how to engage with these concerns, before finally relating these practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section. Exploring Language Assessment and Testing is a straightforward introduction to the field that provides an inclusive and impartial survey of both classroom based assessment by teachers and larger scale testing, using concrete examples to guide students to the relevant literature. Ranging from theory to classroom based scenarios, the author provides practical guidance on designing, developing and using assessments, with flexible, step by step processes for improving the quality of tests and assessment systems to make them fairer and more accurate. This book is an indispensable introduction to the areas of language assessment and testing, and will be of interest to language teachers as well as postgraduate and advanced undergraduate students studying Language Education, Applied Linguistics and Language Assessment. |
| language testing and assessment: Another Generation of Fundamental Considerations in Language Assessment Gary J. Ockey, Brent A. Green, 2020-11-23 This edited book is a collection of papers, written by language assessment professionals to reflect the guidance of Professor Lyle F. Bachman, one of the leading second language assessment experts in the field for decades. It has three sub-themes: assessment of evolving language ability constructs, validity and validation of language assessments, and understanding internal structures of language assessments. It provides theoretical guidelines for practical language assessment challenges. Chapters are written by language assessment researchers who graduated from the University of California, Los Angeles, where Professor Bachman trained them including the book editors. |
| language testing and assessment: Trends in Language Assessment Research and Practice Vahid Aryadoust, Janna Fox, 2016-02-29 Despite prodigious developments in the field of language assessment in the Middle East and the Pacific Rim, research and practice in these areas have been underrepresented in mainstream literature. This volume takes a fresh look at language assessment in these regions, and provides a unique overview of contemporary language assessment research. In compiling this book, the editors have tapped into the knowledge of language and educational assessment experts whose diversity of perspectives and experience has enriched the focus and scope of language and educational assessment in general, and the present volume in particular. The six ‘trends’ addressed in the 26 chapters that comprise this title consider such contemporary topics as data mining, in-class assessment, and washback. The contributors explore new approaches and techniques in language assessment including advances resulting from multidisciplinary collaboration with researchers in computer science, genetics, and neuroscience. The current trends and promising new directions identified in this volume and the research reported here suggest that researchers across the Middle East and the Pacific Rim are playing—and will continue to play—an important role in advancing the quality, utility, and fairness of language testing and assessment practices. |
| language testing and assessment: The Cambridge Guide to Second Language Assessment Christine Coombe, 2012-01-30 The Cambridge Guide to Second Language Assessment aims to present in one volume an up-to-date guide to the central areas of assessing the second language performance of English by speakers of other languages. This volume provides snapshots of significant issues and trends that have shaped language assessment in the past and highlights the current state of our understanding of these issues-- |
| language testing and assessment: English Language Proficiency Assessments for Young Learners Mikyung Kim Wolf, Yuko Goto Butler, 2017-05-25 English Language Proficiency Assessments for Young Learners provides both theoretical and empirical information about assessing the English language proficiency of young learners. Using large-scale standardized English language proficiency assessments developed for international or U.S. contexts as concrete examples, this volume illustrates rigorous processes of developing and validating assessments with considerations of young learners’ unique characteristics. In this volume, young learners are defined as school-age children from approximately 5 to 13 years old, learning English as a foreign language (EFL) or a second language (ESL). This volume also discusses innovative ways to assess young learners’ English language abilities based on empirical studies, with each chapter offering stimulating ideas for future research and development work to improve English language assessment practices with young learners. English Language Proficiency Assessments for Young Learners is a useful resource for students, test developers, educators, and researchers in the area of language testing and assessment. |
| language testing and assessment: Social Perspectives on Language Testing Carsten Roever, Gillian Wigglesworth, 2019 This Festschrift for Tim McNamara brings together papers on the social impact of language tests, such as fairness and justice of test use, testing of interaction, and teachers' and students' views of language tests. It also discusses the future of language testing with regard to validity, the rise of social media, and lingua franca language use. |
| language testing and assessment: Language Testing and Assessment Antony John Kunnan, 2015 |
| language testing and assessment: The Companion to Language Assessment, 4 Volume Set Antony John Kunnan, 2013-12-04 A state-of-the-art reference work exploring the crucial topics for practitioners and scholars of language teaching and assessment, their impact on language learners, and specific approaches to assessment employed around the world Includes 140 thematically-organized chapters exploring the contexts where assessment occurs, including learners and their abilities; developmental tools and approaches to assessment; and qualitative and quantitative interdisciplinary approaches to evaluation and language assessment in 35 languages Brings together an international team of scholars under the editorship of Antony John Kunnan, one of the foremost scholars in this field Combines the leading voices and cutting-edge research in a reference work spanning the fields of language teaching and learning, language policy and planning, testing and evaluation, and education 4 Volumes www.companiontolanguageassessment.com |
| language testing and assessment: Integrating Assessment into Early Language Learning and Teaching Danijela Prošić-Santovac, Shelagh Rixon, 2019-08-07 The volume unites research and practice on integrating language learning, teaching and assessment at preschool and early school age. It includes chapters written by experts in the field who have studied some of the very youngest (pre-primary) children through to those up to the age of 12, in a variety of private and state contexts across Europe. The collection makes a much-needed contribution to the subject of appropriate assessment for children with the focus of many chapters being classroom-based assessment, particularly formative assessment, or the case for developing assessment skills in relation to even the youngest children. As a whole, the book provides useful case study insights for policymakers, teacher educators, researchers and postgraduate students with interest in or responsibility for how children are assessed in their language learning. It also provides practical ideas for practitioners who wish to implement greater integration of assessment and learning in their own contexts. |
| language testing and assessment: Encyclopedia of Language and Education Stephen May, 2017-12-08 In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of sociogeographic experience in the language and education field.Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections.The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008. |
| language testing and assessment: The Five Love Languages Gary Chapman, 2009-12-17 Marriage should be based on love, right? But does it seem as though you and your spouse are speaking two different languages? #1 New York Times bestselling author Dr. Gary Chapman guides couples in identifying, understanding, and speaking their spouse's primary love language-quality time, words of affirmation, gifts, acts of service, or physical touch. By learning the five love languages, you and your spouse will discover your unique love languages and learn practical steps in truly loving each other. Chapters are categorized by love language for easy reference, and each one ends with simple steps to express a specific language to your spouse and guide your marriage in the right direction. A newly designed love languages assessment will help you understand and strengthen your relationship. You can build a lasting, loving marriage together. Gary Chapman hosts a nationally syndicated daily radio program called A Love Language Minute that can be heard on more than 150 radio stations as well as the weekly syndicated program Building Relationships with Gary Chapman, which can both be heard on fivelovelanguages.com. The Five Love Languages is a consistent New York Times bestseller - with over 5 million copies sold and translated into 38 languages. This book is a sales phenomenon, with each year outselling the prior for 16 years running! |
| language testing and assessment: Language Assessment for Classroom Teachers Lyle Bachman, Barbara Damböck, 2018-01-25 This book provides teachers with an entirely new approach to developing and using classroom-based language assessments. This approach is based on current theory and practice in the field of language assessment and on an understanding of the assessment needs of classroom teachers. The following key questions are addressed: • Why do I need to assess? What beneficial consequences do I want to help bring about? How can my assessments help my students learn better and help me improve my teaching? • When and how often do I need to assess? What decisions do I need to make to help bring about these beneficial consequences? • What do I need to assess? How can I define the abilities that I want to assess? • How can I assess my students? What kinds of assessment tasks should I create? How can I score my students’ responses to these tasks? The authors guide the reader step-by-step through the process of developing and using classroom-based assessments with clear explanations and definitions of key terms, illustrative examples, and activities for applying the approach in practice. Extra resources are available on the website: www.oup.com/elt/teacher/lact Lyle Bachman is Professor Emeritus of Applied Linguistics at the University of California, Los Angeles. He serves as a consultant in language testing research projects and in developing language assessments for universities and government agencies around the world, and he conducts courses and training workshops in language assessment. Barbara Damböck was Director of Studies of the English Department at the Teacher Training Academy in Dillingen, Germany, from 2003 to 2011. From 2003 to 2017 she supervised the training of oral examiners for the certification examination for elementary school English teachers in Bavaria. She has extensive experience as a classroom teacher, teacher trainer, and teacher of teacher trainers. She conducts courses and workshops for teachers and teacher trainers around the world. |
| language testing and assessment: Defining and Assessing Lexical Proficiency Agnieszka Leńko-Szymańska, 2019-11-05 This comprehensive account of performance-based assessment of L2 lexical proficiency analyzes and compares two of the primary methods of evaluation used in the field and unpacks the ways in which they tap into different dimensions of one model of lexical competence and proficiency. This book builds on the latest research on performance-based assessment, which has most recently pointed to the application of more quantitative measures to L2 data, to systematically explore the qualitative method of using human raters in assessment exercises and the quantitative method of using automatic computation of statistical measures of lexis and phraseology. Supported by an up-to-date review of the existing literature, both approaches’ unique features are highlighted but also compared to one another to provide a holistic overview of performance-based assessment as it stands today at both the theoretical and empirical level. These findings are exemplified in a concluding chapter, which summarizes results from an empirical study looking at a range of lexical and phraseological features and human raters’ scores of over 150 essays written by both L2 learners of English and native speakers. Taken together, the volume challenges existing tendencies within the field which attempt to use one method to validate one another by demonstrating their capacity to indicate very different elements of lexical proficiency, thereby offering a means by which to better conceptualize performance-based assessment of L2 vocabulary in the future. This book will be of interest to students and researchers working in second language acquisition and applied linguistics research, particularly those interested in issues around assessment, vocabulary acquisition, and language proficiency. |
The Routledge Handbook of Language Testing; Second Edition
This second edition of The Routledge Handbook of Language Testing provides an updated and comprehensive account of the area of language testing and assessment. The volume brings …
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EALTA´s guidelines for good practice in testing and assessment are accordingly addressed primarily to three different audiences: those involved in (a) the training of teachers in testing …
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MOOC (Language Assessment in the Classroom) – this is a four-week free course for teachers created by the British Council and launched in April 2018. It covers practical aspects of …
Current Issues in Language Evaluation, Assessment and Testing
Bilingual Language Assessment in Early Intervention: A Comparison of Single- versus Dual-Language Testing Caroline A. Larson, Sarah Chabal, and Viorica Marian
Language Testing and Assessment: An Advanced Resource Book
Language Testing and Assessment: • provides an innovative and thorough review of a wide variety of issues from prac-tical details of test development to matters of controversy and …
Language Testing and Assessment - Springer
Language testing is a relatively young, but rich, academic discipline within applied linguistics that is concerned with the valid and reliable representation, measurement, and evaluation of …
Trends in Language Assessment Research and Practice
Trends in language assessment research and practice: The view from the Middle East and the Pacific Rim is not only a book about recent and current developments in language …
Language Testing and Assessment in the UK
This document is written by UKALTA, the UK Association for Language Testing and Assessment, and aims to provide a brief overview of: • what UKALTA is and who our members are • why we …
A toolkit for teacher development - TeachingEnglish
• This module provides an introduction to language testing and assessment. • Testing and assessment play an important role in the lives of both teachers and learners. • We will explore …
Testing, Evaluation and Assessment
introduction to key concepts in language testing and assessment, and a chance to explore test purposes and their role in your own context. In this unit, you will review the test types and …
Language Testing: Matching Assessment Procedures with
Language testing is concerned with the measurement of language knowledge. Language knowledge is the trait and how we go about measuring it is the method. Trait involves the …
Impact Theory and Practice Studies of the IELTS test and Progetto ...
In the fields of language teaching and testing, the concepts of washback and impact, as Hawkey explores in some depth, are a matter of both theoretical and practical differentiation and concern.
Understanding classroom-based assessment practices: a
Papers in Language Testing and Assessment Vol. 6, Issue 1, 2017 1 Understanding classroom-based assessment practices: a precondition for teacher assessment literacy . Kathryn Hill. 1. …
Papers in Language Testing and Assessment - ALTAANZ
Papers in Language Testing and Assessment accepts original research papers (max. 7,000-8,000 words), essays/discussion papers on theory (max. 5,000 words), book reviews (1,000-2,000 …
Language Assessment Literacy - Springer
Language assessment literacy (LAL) has drawn considerably from the literature and research on general assessment literacy (AL), while attempting to set itself apart as a knowledge base that …
Papers in Language Testing and Assessment - ALTAANZ
Papers in Language Testing and Assessment is a peer reviewed international journal which publishes research, commentary and review interest to its articles of readership. It is published …
Language Assessment Literacy: Implications for Language …
on the specific language assessment literacy for language teachers and proposes a core list of assessment knowledge, skills, and principles for these stakeholders. Key words: Assessment, …
Language Testing: Current Practices and Future Developments
present a model that grew out of task-based language assessment (TBLA), namely Evidence- Centered Design (ECD) (Mislevy, Steinberg, & Almond, 2002), which I find particularly suited …
The ‘communicative’ legacy in language testing
Keywords: Language testing; Communicative language testing 1. What is ‘communicative’ language testing? Spolsky (1976) suggested that the history of language testing could be divided into three distinctive periods: the pre-scientific, the psychometric-structuralist, and the psycholinguistic-sociolinguistic.
Key of Language Assessment: Rubrics and Rubric Design
The purpose of this paper is to provide an overview of “rubric” in language testing and assessment and to highlight the parts of a rubric through various dimensions. It sets forth objectives, types of the rubric use. As the paper will illustrate, language testing and assessment in SLA demands many facets to take the learners to
A systemic approach - Cambridge English
Learning Oriented Assessment 5 What is to be learned? 58 5.1 The desired outcomes of learning 58 5.2 The nature of language profciency: Construct defnition 62 5.3 The content of learning: Curricular objectives 65 5.4 In summary 66 6 The role of large-scale assessment in learning 68 6.1 Profciency testing: The importance of criterion reference 69
Language Testing and Assessment in the UK
of language testing and assessment and who are working, studying or living in the UK (or have strong UK connections). Current membership stands at over 300, with a healthy balance of members from academia, education and industry, including a growing number of …
35 Task-Based Language Assessment - CORE
Task-based language assessment (TBLA) is an approach to language assessment that focuses on what learners are able to do with language as opposed to what ... based approach, it remains a domain in language testing and language teaching that faces many challenges. In particular, questions of reliability, content validity, ...
Language Testing: Current Practices and Future Developments
Today, the terms language ability, language proficiency, and language competence are com - monly used interchangeably in the field of language testing. Bachman and Palmer (2010), one of the most widely used sources on language test development and validation, divide language ability into language competence and strategic competence.
Language Assessment Literacy - Cambridge Scholars Publishing
Base: A Focus on Language Assessment Courses.” Language Testing 25(3):385-402. Pill, John, and Luke Harding. 2013. “Defining the Language Assessment Literacy Gap: Evidence from a Parliamentary Inquiry.” Language Testing 30(3):381-402. Scarino, Angela. 2013. “Language Assessment Literacy as Self-awareness:
Reconceptualising Interactional ompetence for Language Testing
Language Testing Assessment (Youn & urh, 2020) and the prominent role of I assessment in the speial issue of the journal Language Assessment Quarterly on speaking assessment (Lim, 2018). However, to this date no major language test assesses I, and this hapter is intended to ontriute to ending this lamentale state of affairs.
LLT 808 – Assessment for Language Teaching and Research
controversies in the field of language testing and assessment as they relate to the measurement of language at different levels and contexts, from K-12 to university levels. In addition, students will gain experience in actual development of reliable and valid assessment tools that are performance, task, and content-based for classroom research and
Defining the language assessment literacy gap: evidence from a ...
Language assessment literacy ZAssessment literacy [ has become a widely accepted term in educational research, and this has recently extended to the field of language testing through the term language assessment literacy [ (LAL) (see Inbar-Lourie, 2008). As with many other new [ literacies – computer literacy, media literacy, scientific ...
Language Testing Matters - Cambridge University Press & Assessment
Language Testing Matters Investigating the wider social and educational impact of assessment Proceedings of the ALTE Cambridge Conference, April 2008 ... on the theme of ‘Language Assessment in a Multilingual Context’ to support the 50th Anniversary of the European Cultural Convention. Edited proceed-
Language Testing: Matching Assessment Procedures with
Language Testing: Matching Assessment Procedures with Language Knowledge Elana Shohamy INTRODUCTION Language testing is concerned with the measurement of language knowledge. Language knowledge is the trait and how we go about measuring it is the method. Trait involves the 'what', i.e., the domain of language knowledge, and method
Papers in Language Testing and Assessment - ALTAANZ
Papers in Language Testing and Assessment. An international journal of the Association for Language Testing and Assessment of Australia and New Zealand. Volume 6, Issue 1, 2017 . Papers in Language Testing and Assessment (PLTA) is published by the Association for Language Testing and Assessment of Australia and New Zealand.
Language Assessment Literacy: Implications for Language …
on the specific language assessment literacy for language teachers and proposes a core list of assessment knowledge, skills, and principles for these stakeholders. Key words: Assessment, language assessment literacy, language teacher education, language testing.
Communicative language testing: Current issues and future …
The Communicative Language Testing (CLT) symposium within the 2010 Language Testing Forum was notable for the lack of explicit focus on its intended topic. 1 The session was originally designed to reflect the symposium held in 1980 at the …
Papers in Language Testing and Assessment - Faculty of Arts
Papers in Language Testing and Assessment Vol. 5, Issue 1, 2016. iii. Introduction to Special Issue . Catherine Elder (Guest Editor) University of Melbourne. Although recent frameworks for test validation have emphasized utilization as a key component (e.g. Bachman & Palmer, 2010; Chapelle, 2012; Kane, 1992),
Achievement of Construct Validity in Language Testing
interpretation is the assessment of language skills of the subject” (Bachman & Palmer, 1996, pp. 254-271). ... language testing is based on reasonable construct validity, which is continuous and repetitious throughout the test. So in the test, testers should observe and evaluate language proficiency of all subjects and individual differences, ...
Language Testing: Some Problems and Solutions2 - MEXTESOL
This article will address some of the fundamental concepts of language testing such as reliability and validity. The main principles to consider for improving testing reliability and validity will be illustrated. ... Validity on the other hand, refers to how well the assessment instrument has, in fact, measured the original objectives of the ...
ANNUAL LANGUAGE TESTING FORUM 24-26 November 2023
43rd Annual Language Testing Forum | 5 Directions to the conference dinner The conference dinner will be held at Santi, 42-45 Victory Parade, East Village, London E20 1FS. As indicated in the map below, it is a short walk from 1 Redman Place.
Language Teaching Research Quarterly - ed
Language testing and assessment, and educational assessment more generally, has a long and rich history. Many great minds have engaged with assessment practices and research across the centuries, and it is clear that in his appreciation of what has gone before, Fulcher draws heavily on insights from Spolsky (1976; 1995).
Language testing and assessment issues in the Greek …
on Language Testing and Assessment in the Greek Educational Context Introduction Dina Tsagari and Spiros Papageorgiou Language Testing and Assessment (LTA) is of special interest in Greece and Cyprus, the two countries where Standard Modern Greek is the official language1, for various reasons. First of all, LTA has
Language Testing and Assessment - Unika
classroom assessment and language assessment for class teachers who use English as the medium of instruction (EMI). The time of covid-19 pandemic will not stop the increased needs for language assessment. Therefore, issues in language testing and assessment are worth to be well documented through academic articles.
Language Testing: Matching Assessment Procedures with
Language Testing: Matching Assessment Procedures with Language Knowledge Elana Shohamy INTRODUCTION Language testing is concerned with the measurement of language knowledge. Language knowledge is the trait and how we go about measuring it is the method. Trait involves the 'what', i.e., the domain of language knowledge, and method
Principles of Good Practice - Cambridge English
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The Equivalence of Direct and Semi-Direct Speaking Tests
Language Testing UCLES Studies in Language Testing 13 13 Studies in Language Testing 13 This book documents a comparability study of direct (face-to-face) and semi-direct (language laboratory) versions of the speaking component of the access: test, an English language test designed in the 1990s as part of the selection process for immigration ...
Guidelines for sign language test development, evaluation, and use
first language. Even though most available sign language tests target children, the guidelines are equally applicable for professionals with an interest in sign language testing and assessment of adult learners of a sign language as a first or second/foreign language, for example, in sign language interpreter training programs.
On Topic Validity in Speaking Tests - Cambridge English
Since the Studies of Language Testing (SiLT) series first appeared in 1995, a key underlying aim of the series has been to publish high-quality doctoral ... become internationally renowned figures in the world of language testing and assessment, …
Language Testing as Cultural Relations - British Council
Language Testing as Cultural Relations 7 3. Language Testing and Assessment The terms ‘testing and assessment’ are regularly used interchangeably in the education literature. However, for the purpose of this paper, we will use the two in quite different ways. Here, ‘assessment’ refers to …
Encyclopedia of Language and Education: Language Testing and Assessment ...
Taking the important role of testing and assessment from social, political, professional, ethical, and educational dimensions, the Encyclopedia of Language and Education: Language Testing and Assessment (3rd ed.) covers the innovative methodologies and fundamental issues in recent assessment approaches. The chapter
Towards a comprehensive, empirical model of language assessment ...
developers and language testing/assessment researchers. Author’s accepted version: Benjamin Kremmel (University of Innsbruck) & Luke Harding (Lancaster University). To appear in Language Assessment Quarterly. 2 Introduction Given the widespread use of language assessments for decision-making across an increasing
Test format, scoring and preparing students for the test - Take IELTS
The International English Language Testing System ... It provides a fair, accurate and relevant assessment of language skills, based on well-established standards, and covers the full range of proficiency levels, from non-user to expert user. There are two main tests. Test takers can choose either Academic or General Training tests. Both tests ...
42nd ANNUAL LANGUAGE TESTING FORUM - University of Bristol
As the current President of the UK Association for Language Testing and Assessment I’m very pleased to welcome you to the ð înd Language Testing Forum (LTF) – our annual conference. It’s especially exciting to be able to come together face-to-face once again since our last gathering in Swansea in 2019.
Language assessment literacy for language learning- oriented
Papers in Language Testing and Assessment Vol. 6, Issue 1, 2017 91 performance in order to improve it on a new task: this is known as feed-forward (Duncan, 2007). Feedback fosters ‘current’ learning because it helps learners to build their understanding of concepts. Effective feedback becomes feed-forward when it supports
Sharing, collaborating, and building trust: How Open Science …
Language assessment, language testing, open access, open code, open data, Open Science, postprint, preprint, preregistration, publishing The field of language testing needs to adopt Open Science. Fundamentally, Open Science is about making scientific and scholarly research transparent and available to all, a wor-
Literature Review of Language Testing Theories and Approaches
A. M. Mao DOI: 10.4236/oalib.1108741 5 Open Access Library Journal kinds of language tests (e.g. aptitude tests, diagnostic tests, placement tests,
Assessing Language for Specific Purposes - Cambridge …
Testing language for specific purposes (LSP) refers to that branch of language testing in which the test content and test methods are ... date is the Temporary Registration Assessment Board(TRAB)examina-tion, a test introduced in 1975 by the British General Medical Council
Language Assessment What you need to know
canadiens), is a Canadian French language assessment. It is used for French language programs that are supported by the governments. Results are reported as Benchmarks from NCLC 1 to 8. Please ask your Assessment centre for more information on French language assessment or go to www.language.ca to learn more about the NCLC. ELTPA and WLA *
Assessing language for specific purposes - SAGE Journals
ing in specific purpose testing: language performances vary with con-text; and specific purpose language is precise (p. 281). However, he also notes that there is some evidence of a tendency in language assessment to reduce specific purpose tests gradually towards less and less field specificity, citing the move from ELTS to IELTS (1) to
Assessment for Learning in Language Education
language testing practice, are absent or peripheral. In a pamphlet promoting the idea to teachers and policy makers titled Assessment for Learning: Ten Principles (Assessment Reform Group, 2002), a group of educational researchers in the UK collectively named the Assessment Reform Group, defined AfL in the following terms: “the
The language test development process - IATEFL
(cited from Lancaster MA in Language Testing by Distance teaching materials) Test development process for classroom assessment Set up a working group Produce test specifications ... companion to language assessment (pp. 751–68). Hoboken, NJ: Wiley‐Blackwell. Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge, England ...
History of Language Testing - Springer
E. Shohamy et al. (eds.), Language Testing and Assessment, Encyclopedia of Language and Education, DOI 10.1007/978-3-319-02261-1_32 375. Introduction The challenge in the title that I have been assigned is daunting; if only I still had the chutzpa that I had 30 years ago when I happily divided the history of language
Purposeful Language Assessment: Selecting the Right Alternative …
language assessment. Language assessment is the process of using. language tests to accomplish particular jobs in language classrooms and programs. In language assessment, we first gather in-formation in a systematic way with the help of language testing tools. For example, we may use an oral interview to
The Advantages and Disadvantages of Using Qualitative and …
by a brief description of language testing and assessment. Then, it presents the pros and cons of using qualitative and quantitative approaches and methods; and evaluates the dominant research methods in language testing and assessment research. Finally, ethical considerations are also pointed out. 2. Language Testing and Assessment
Critical Language Testing, Multilingualism and Social Justice
avoid language rights violations. Multimodal assessment methods are also proposed as additional ways for expanding the underpinnings of language construct. Lastly, it is recommended that language testing researchers and practitioners conduct research to identify cases of violate language rights and suggest new assessment models to over-
Assessing Language Teachers’ Professional Skills and Knowledge
Cambridge English Language Assessment, and Rosemary Wilson, Consultant, Cambridge English Language Assessment. pages cm. -- (Studies in language testing ; 42) Includes bibliographical references. ISBN 978-1-107-49978-2 (paperback) 1. English language--Study and teaching--Foreign speakers--Evaluation. 2. English teachers--Rating of. 3.
Multilingual Testing and Assessment for Plurilingual Education
2014; May 2013; Ortega 2013, 2014), language competence assessment and testing practices remain monolingual (Dendrinos 2013a, Shohamy 2009). As Gorter & Cenoz (2017) also maintain, the absence of multilingual approaches in assessment and testing is striking because they believe, and they are perhaps
Investigating Taiwanese Teachers’ Language Testing and Assessment …
Teachers’ language testing and assessment needs seem to have been influenced by the recent widespread use of standardized testing in Taiwan (e.g., most universities require students to achieve a certain score on an English language test before graduation). The survey suggests that
G. Fulcher & F. Davidson (Eds.) Routledge Handbook of Language Testing ...
Papers in Language Testing and Assessment Vol. 2, Issue 2, 2013 113 claims/inferences. The chapters on measurement do particularly well in balancing a satisfying breadth and depth with accessibility. Overall, the volume is well-proportioned in terms of attention to the theoretical, practical, social and technical aspects of language testing and ...
Changing language teaching through language testing: A …
A multilingual glossary of language testing terms prepared by ALTE members Dictionary of language testing Alan Davies, Annie Brown, Cathie Elder, Kathryn Hill, Tom Lumley, Tim McNamara Learner strategy use and performance on language tests James Enos Purpura Fairness and validation in language assessment: Selected papers from the 19th Language ...
Translation Quality Assessment Rubric: A Rasch Model-based …
Moreover, in language testing, assessment rubrics are used to evaluate the main competencies in the production of language (Cohen, 1994). Considering translation assessment, competencies are specific skills or traits which are being assessed (Bachman, 2014). Indeed, the competencies in developing a systematic and holistic rubric for translation ...
