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Fundamental Considerations in Language Testing

This book covers the nature of measurement, the context that determines the uses of language tests, and the nature of the language abilities to be measured.

Here is a clear and authoritative discussion of the basic concerns which underlie the development and use of language tests, and an up-to-date synthesis of research on testing.

Improving Testing For English Language Learners

More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following... Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting. Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point. Research Focus – All chapters include an extensive review of current research. Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today. This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.

Second, they tie the quality of written discourse, value, or experience to the
quality of content knowledge or skills. Beyondthe assumed sophistication of
writing skills orcultural nuance is the tendency for rubric developers to restrict the
types of ...

Language Testing as a Technique to Enhance English as a Foreign Language Teaching Effects on Vocabulary Acquisition at the Intermediate Level

Language Testing

The Social Dimension

Winner of the SAGE/ILTA Award for Best Book on Language Testing 2009 This volume focuses on the social aspects of language testing, including assessment of socially situated language use and societal consequences of language tests. The authors argue that traditional approaches to ensuring social fairness in tests go some way to addressing social concerns, but a broader perspective is necessary to examine the functions of tests on a societal scale. Considers these issues in relation to language assessment in oral proficiency interviews, and to the assessment of second language pragmatics. Argues that traditional approaches to ensuring social fairness in tests go some way to addressing social concerns, but a broader perspective is necessary if we are to fully understand the social dimension of language assessment.

Winner of the SAGE/ILTA Award for Best Book on Language Testing 2009 This volume focuses on the social aspects of language testing, including assessment of socially situated language use and societal consequences of language tests.

Changing Language Teaching Through Language Testing

A Washback Study

Despite persistent assertions of washback (the influence of testing on teaching and learning) limited research studies have been undertaken on the subject. Even fewer studies have made use of quantitative and qualitative methods to examine washback. This book, at the intersection of language testing and teaching practices/programs, investigates the impact of the introduction of the 1996 Hong Kong Certificate of Education in English, a high-stakes public examination, on classroom teaching and learning in Hong Kong secondary schools. The washback effect was observed initially at the macro level, including different parties within the Hong Kong educational context, and subsequently at the micro level, in terms of the classroom, including aspects of teachers' attitudes, teaching content and classroom interactions. Further, the book offers insights into the concept that a test can be used as a change agent to encourage innovation in the classroom.

This book, at the intersection of language testing and teaching practices/programs, investigates the impact of the introduction of the 1996 Hong Kong Certificate of Education in English, a high-stakes public examination, on classroom ...

The Routledge Handbook of Language Testing

The Routledge Handbook of Language Testing offers a critical and comprehensive overview of language testing and assessment within the fields of applied linguistics and language study. An understanding of language testing is essential for applied linguistic research, language education, and a growing range of public policy issues. This handbook is an indispensable introduction and reference to the study of the subject. Specially commissioned chapters by leading academics and researchers of language testing address the most important topics facing researchers and practitioners, including: An overview of the key issues in language testing Key research methods and techniques in language test validation The social and ethical aspects of language testing The philosophical and historical underpinnings of assessment practices The key literature in the field Test design and development practices through use of practical examples The Routledge Handbook of Language Testing is the ideal resource for postgraduate students, language teachers, and those working in the field of applied linguistics.

A special issue of Educational Assessment (13: 2, 2008) is devoted to the
assessment of English language learners in ... of what Mackay (2000) argues for
in her analysis and discussion on ESL (English as a second language) standards
for ...

Testing the Untestable in Language Education

The testing and assessment of language competence continues to be a much debated issue in foreign language teaching and research. This book is the first one to address the testing of four important dimensions of foreign language education which have been left largely unconsidered: learner autonomy, intercultural competence, literature and literary competence, and the integration of content and language learning. Each area is considered through a theoretical framework, followed by two empirical studies, raising questions of importance to all language teachers: How can one test literary competence? Can intercultural competence be measured? What about the integrated assessment of content-and-language in CLIL and teaching? Is progress in autonomous learning skill gaugeable? The book constitutes essential reading for anyone interested in the testing and assessment of seemingly largely untestable aspects of foreign language competence. "The title of this book is well chosen. Despite the apparent oxymoron, this collection of papers succeeds in addressing important issues of educational policy and theory with the precision born of empirical work combined with discussion of principles. This book will open new options for testers, for teachers and for those who make policy decisions." Michael Byram, School of Education, University of Durham, UK

Second, the content and language integrated learning (CLIL) approach has been
gaining popularity in ... Pakistan, China and other countries study science and
other subjects through English, which is not their first language (L1). We believe ...

Cross-Language Mediation in Foreign Language Teaching and Testing

Sarig, G. (1987) High level reading in the first and in the foreign languages:
Some comparative process data. In J. Devine, P.L. Carrell and D.E. Eskey (eds)
Research in Reading in English as a Second Language (pp. 105–120).
Washington ...

Investigating Pragmatics in Foreign Language Learning, Teaching and Testing

The book focuses on investigating pragmatic learning, teaching and testing in foreign language contexts. The volume brings together research that investigates these three areas in different formal language learning settings. The number and variety of languages involved both as the first language (e.g. English, Finnish, Iranian, Spanish, Japanese) as well as the target foreign language (e.g. English, French, German, Indonesian, Korean, Spanish) makes the volume specially attractive for language educators in different sociocultural foreign language contexts. Additionally, the different approaches adopted by the researchers participating in this volume, such as information processing, sociocultural, language socialization, computer-mediated or conversation analysis should be of interest to graduate students and researchers working in the area of second language acquisition.

As pragmatic competence has a close relationship with the sociocultural values
and beliefs of the country or the community where the target language is spoken,
English as a Second Language (ESL) learners or those learners who live in the ...

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.

Chapter 8 Pathways to Proficiency: Learning Experiences and Attainment in
Implicit and Explicit Knowledge of English as a Second Language JENEFER
PHILP Introduction As outlined by Ellis in Chapter 1 of this volume, the linguistic ...