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Language Testing and Assessment : An Advanced Resource Book - Glenn Fulcher

Language Testing and Assessment

An Advanced Resource Book

Paperback

Published: 12th December 2006
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Language Testing and Assessment:




  • introduces students to the key methods and debates surrounding language testing and assessment



  • 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



  • presents influential and seminal readings in testing and assessment by names such as Michael Canale and Merrill Swain, Michael Kane, Alan Davies, Lee Cronbach and Paul Meehl, and Pamela Moss.



The accompanying webite to this book can be found at http: //www.routledge.com/textbooks/9780415339476/>http: //www.routledge.com/textbooks/9780415339476/

'Perhaps the greatest strength of this text is the way it considers a wide range of topics from a philosophical perspective... Already a bit worn from extensive cross-reading, this is a book I will be referring to frequently for years to come.' - Tim Newfields, Toyo University

List of figures and tablesp. xiv
Series editors' prefacep. xv
Acknowledgmentsp. xvii
How to use this bookp. xix
Introductionp. 1
Introducing validityp. 3
Introductionp. 3
Three 'types' of validity in early theoryp. 4
Cutting the validity cakep. 12
Summaryp. 21
Classroom assessmentp. 23
Introductionp. 23
Pedagogy and the measurement paradigmp. 25
Summaryp. 35
Constructs and modelsp. 36
Introductionp. 36
The nature of modelsp. 37
Canale and Swain's model of communicative competencep. 38
Canale's adaptationsp. 39
Bachman's model of communicative language ability (CLA)p. 42
Celce-Murcia, Dornyei and Thurrell's model of communicative competencep. 47
Interactional competencep. 49
From models to frameworks: validity models and performance conditionsp. 50
Summaryp. 51
Test specifications and designsp. 52
Introductionp. 52
Planning in test authoringp. 53
Guiding language versus samplesp. 54
Congruence (or fit-to-spec)p. 55
How do test questions originate? Reverse engineering and archetypesp. 56
Reverse engineeringp. 57
Where do test items come from? What is the true genesis of a test question?p. 58
Spec-driven test assembly, operation and maintenancep. 59
Towards spec-driven theoryp. 60
Summaryp. 61
Writing items and tasksp. 62
Introductionp. 62
Evidence-centred design (ECD)p. 63
Describing items and tasksp. 69
Tasks and teachingp. 73
Summaryp. 75
Prototypes, prototyping and field testsp. 76
Introductionp. 76
Prototypesp. 76
Prototypingp. 79
Field testingp. 85
The iterative nature of the processp. 89
Summaryp. 89
Scoring language tests and assessmentsp. 91
Introductionp. 91
Defining the quality of languagep. 93
Developing scoring systemsp. 96
Intuition and datap. 98
Problems with scalesp. 98
Scoring in classical test theoryp. 101
Reliabilityp. 104
Score transformationsp. 108
Item response theoryp. 109
Endowing a score with special meaningp. 111
Summaryp. 114
Administration and trainingp. 115
Introductionp. 115
Getting things donep. 117
Quality management systemsp. 127
Constraintsp. 128
Test administration within the ECD delivery modelp. 129
Rater and interlocutor trainingp. 131
Securityp. 132
Test administration for disabled peoplep. 135
Summaryp. 137
Fairness, ethics and standardsp. 138
Introductionp. 138
Professionalism as a community of practitionersp. 138
Professionalism and democracyp. 141
Consequentialismp. 142
On power and pessimismp. 144
Professional conduct: standards for practicep. 155
Responsibilities of language testers and their limitationsp. 156
Accountabilityp. 157
Summaryp. 158
Arguments and evidence in test validation and usep. 159
Introductionp. 159
Argumentation as solutionp. 162
The form of an argumentp. 164
Argument in evidence-centred designp. 167
Arguments in language testingp. 168
Arguments and feasibilityp. 176
Argument, evidence and ethicsp. 176
Summaryp. 178
Extensionp. 179
Construct validityp. 181
'Construct validity in psychological tests'p. 182
Pedagogic assessmentp. 192
'Reconceptualizing validity for classroom assessment'p. 193
Investigating communicative competencep. 203
'Theoretical bases of communicative approaches to second language teaching and testing'p. 203
Optimal specification designp. 212
Testcraft: A Teacher's Guide to Writing and Using Language Test Specificationsp. 212
Washbackp. 221
'Does washback exist?'p. 222
Researching prototype tasksp. 230
A Teacher-Verification Study of Speaking and Writing Prototype Tasks for a New TOEFLp. 230
Scoring performance testsp. 249
'Scoring procedures for ESL contexts'p. 250
Interlocutor training and behaviourp. 258
'Interviewer variation and the co-construction of speaking proficiency'p. 260
Ethics and professionalismp. 270
'Demands of being professional in language testing'p. 270
Validity as argumentp. 278
'An argument-based approach to validity'p. 278
Explorationp. 291
Validity - an explorationp. 293
Assessment in school systemsp. 298
What do items really test?p. 304
Evolution in actionp. 312
To see a test in a grain of sand...p. 320
Analysing items and tasksp. 326
Designing an alternative matrixp. 333
Administration and alignmentp. 343
In a time far, far away...p. 352
To boldly gop. 361
Glossaryp. 369
Notesp. 378
Referencesp. 379
Indexp. 396
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9780415339476
ISBN-10: 0415339472
Series: Routledge Applied Linguistics
Audience: Tertiary; University or College
Format: Paperback
Language: English
Number Of Pages: 424
Published: 12th December 2006
Publisher: Taylor & Francis Ltd
Country of Publication: GB
Dimensions (cm): 24.7 x 17.4  x 2.3
Weight (kg): 0.73
Edition Number: 1