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Georgetown University Round Table on Languages and Linguistics (GURT) 1989: Language Teaching, Testing, and Technology

Lessons from the Past with a View Toward the Future

Language proficiency testing with limited English-proficient students J. Michael O'
Malley Georgetown University Evaluation Assistance Center (EAC) East, Director
Abstract. There have been dramatic shifts in views on language proficiency ...

Writing English Language Tests - The Role of Testing in the Teaching and Leaning Process

Seminar paper from the year 2004 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2 (B), Otto-von-Guericke-University Magdeburg, 11 entries in the bibliography, language: English, abstract: Writing English language tests is a topic very many students and of course also their teachers have to deal with. Often testing does not have a very good reputation, especially when regarding the students. Most of them are probably happy when a test is over and enjoy the time without them. But testing has much more functions than a superficial look at it will provide. Chapter 3.1 of this paper deals with the numerous purposes and is also supposed to show the important role that testing plays in the teaching process. This paper will concentrate on the writing skill and the evaluation of it. The other three skills reading, listening and speaking are not the centre of research. But it is not possible to exclude them because they are all interrelated to the writing skill as this paper wants to show. What is it that makes especially the writing skill and also the testing of it so sophisticating and complex? Writing at an advanced level is usually compositional writing or essay writing. Chapter 2.3 concentrates on that kind of writing and points out its often difficult prerequisites, even for writers in the native language. What are the necessary features of tests in general? It is supposed to become clear that certain conditions such as validity, reliability and practicality are extremely important for written assessment and for every other assessment too. Many people, even if they never actively scored a test, are able to imagine the difficulties of a fair and objective judgement. Especially when dealing with compositional writing, that assumption is true. But nevertheless there are ways to improve the objectivity of evaluation even if a rest of subjectivity can not be avoided. Chapter 3.5 focuses on ways to judge tests adequately. Writing English language te

2.1 Definition of Essential Terms Before being able to work with topic related
words as “English” and “test” it is necessary to briefly define them.1 There are
many ways to approach the meaning of the word English. For the purpose of this
paper ...

Testing English-Language Learners in U.S. Schools:

Report and Workshop Summary

The Committee on Educational Excellence and Testing Equity was created under the auspices of the National Research Council (NRC), and specifically under the oversight of the Board on Testing and Assessment (BOTA). The committee's charge is to explore the challenges that face U.S. schools as they work to achieve the related goals of academic excellence and equity for all students. This report provides not only the summary of a workshop held by the forum on the testing of English-language learners (students learning English as an additional language) in U.S. schools, but also a report on the committee's conclusions derived from that workshop and from subsequent deliberations.

Disentangling students' progress in English from their academic performance in
other areas is difficult because oral and ... reclassification as proficient in English
and removal from bilingual or English as a Second Language (ESL) programs.

The Environmental Utilization of Psycholinguistic Abilities of Disadvantaged Slow Learners in Relation to the Ecology of Test Intelligence

Some Diagnostic Implications of the Visual Association Subtest of the Illinois Test of Psycholinguistic Abilities

A Psycholinguistic Description of the Effects of Strategy Lessons Upon the Oral Reading Behavior of Twelve Below-average Readers of Differing Linguistic Backgrounds, Grades Four, Five, and Six