Language assessment: principles and classroom practices
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Longman
[2004]
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Hier auch spätere, unveränd. Nachdr. |
| Beschreibung: | XII, 324 S. Ill., graph. Darst. |
| ISBN: | 0130988340 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804137660033269760 |
|---|---|
| adam_text | CONTENTS
Preface
ix
Text Credits
xii
1
Testing, Assessing, and Teaching
1
What Is a Test?,
3
Assessment and Teaching,
4
Informal and Formal Assessment,
5
Formative and Summative Assessment,
6
Norm-Referenced and Criterion-Referenced Tests,
7
Approaches to Language Testing: A Brief History,
7
Discrete-Point and
Integrative
Testing,
8
Communicative Language Testing,
10
Performance-Based Assessment,
10
Current Issues in Classroom Testing,
11
New Views on Intelligence,
11
Traditional and Alternative Assessment,
13
Computer-Based Testing,
14
Exercises,
16
For Your Further Reading,
W
2
Principles of Language Assessment
19
Practicality,
19
Reliability,
20
Student-Related Reliability,
21
Rater Reliability,
21
Test Administration Reliability,
21
Test Reliability,
22
Validity,
22
Content-Related Evidence,
22
Criterion-Related Evidence,
24
Constract-Related Evidence,
25
Consequential Validity,
26
IV
CONTENTS
Face Validity,
26
Authenticity,
28
Washback,
28
Applying Principles to the Evaluation of Classroom Tests,
30
1.
Are the test procedures practical?
31
2.
Is the test reliable?
31
3.
Does the procedure demonstrate content validity?
32
4.
Is the procedure face valid and biased for best ?
33
5.
Are the test tasks as authentic as possible?
35
6.
Does the test offer beneficial washback to the learner?
37
Exercises,
38
For Your Further Reading,
41
3
Designing Classroom Language Tests
42
Test Types,
43
Language Aptitude Tests,
43
Proficiency Tests,
44
Placement Tests,
45
Diagnostic Tests,
46
Achievement Tests,
47
Some Practical Steps to Test Construction,
48
Assessing Clear, Unambiguous Objectives,
49
Drawing Up Test Specifications,
50
Devising Test Tasks,
52
Designing Multiple-Choice Test Items,
55
1.
Design each item to measure a specific objective,
56
2.
State both stem and options as simply and directly as possible,
57
3.
Make certain that the intended answer is clearly the only correct one,
58
4.
Use item indices to accept, discard, or revise items,
58
Scoring, Grading, and Giving Feedback,
61
Scoring.
61
Grading,
62
Giving Feedback,
62
Exercises,
64
For Your Further Reading,
65
4
Standardized Testing
66
What Is Standardization?,
67
Advantages and Disadvantages of Standardized Tests,
68
Developing a Standardized Test,
69
1.
Determine the purpose and objectives of the test,
70
2.
Design test specifications,
70
3.
Design, select, and arrange test tasks/items,
74
4.
Make appropriate evaluations of different kinds of items,
78
CONTENTS
V
5.
Specify scoring procedures and reporting formats,
79
6.
Perform ongoing construct validation studies,
81
Standardized Language Proficiency Testing,
82
Four Standardized Language Proficiency Tests,
83
Test of English as a Foreign Language (TOEFL®),
84
Michigan English Language Assessment Battery (MELAB),
85
International English Language Testing System (IELTS),
85
Test of English for International Communication (TOEIC®),
86
Exercises,
87
For Your Further Reading,
87
Appendix to Chapter
4:
Commercial Proficiency Tests: Sample Items and Tasks,
88
Test of English as a Foreign Language (TOEFL®),
88
Michigan English Language Assessment Battery (MELAB),
93
International English Language Testing System (IELTS),
96
Test of English for International Communication (TOEIC®),
100
5
Standards-Based Assessment
104
ELD Standards,
105
ELD Assessment,
106
CASAS
and SCANS,
108
Teacher Standards,
109
The Consequences of Standards-Based and Standardized Testing»
110
Test Bias,
111
Test-Driven Learning and Teaching,
112
Ethical Issues: Critical Language Testing,
113
Exercises,
115
For Your Further Reading,
115
6
Assessing Listening
116
Observing the Performance of the Four Skills,
117
The Importance of Listening,
119
Basic Types of Listening,
119
Micro- and Macroskills of listening,
121
Designing Assessment Tasks: Intensive Listening,
122
Recognizing Phonological and Morphological Elements,
123
Paraphrase Recognition,
124
Designing Assessment Tasks: Responsive listening,
125
Designing Assessment Tasks: Selective Listening,
125
Listening Cloze,
125
Information Transfer,
127
Sentence Repetition,
130
Designing Assessment Tasks: Extensive listening,
130
VI
CONTENTS
Dictation,
131
Communicative Stimulus-Response Tasks,
132
Authentic Listening Tasks,
135
Exercises,
138
For Your Further Reading,
139
7
Assessing Speaking
140
Basic Types of Speaking,
141
Micro- and Macroskills of Speaking,
142
Designing Assessment Tasks: Imitative Speaking,
144
PhonePass® Test,
145
Designing Assessment Tasks: Intensive Speaking,
147
Directed Response Tasks,
147
Read-Aloud Tasks,
147
Sentence/Dialogue Completion Tasks and Oral Questionnaires,
149
Picture-Cued Tasks,
151
Translation (of Limited Stretches of Discourse),
159
Designing Assessment Tasks: Responsive Speaking,
159
Question and Answer,
159
Giving Instructions and Directions,
161
Paraphrasing,
161
Test of Spoken English (TSE®),
1б2
Designing Assessment Tasks: Interactive Speaking,
167
Interview,
167
Role Play,
174
Discussions and Conversations,
175
Games,
175
Oral Proficiency Interview
(OPI),
176
Designing Assessment: Extensive Speaking,
179
Oral Presentations,
179
Picture-Cued Story-Telling,
180
Retelling a Story, News Event,
182
Translation (of Extended Prose),
182
Exercises,
183
For Your Further Reading,
184
8
Assessing Reading
185
Types (Genres) of Reading,
186
Microskills, Macroskills, and Strategies for Reading,
187
Types of Reading,
189
Designing Assessment Tasks: Perceptive Reading,
190
Reading Aloud,
190
Written Response,
191
CONTENTS
VII
Multiple-Choice, 191
Picture-Cued
Items,
191
Designing Assessment Tasks: Selective Reading,
194
Multiple-Choice (for Form-Focused Criteria),
194
Matching Tasks,
197
Editing Tasks,
198
Picture-Cued Tasks,
199
Gap-Filling Tasks,
200
Designing Assessment Tasks: Interactive Reading,
201
Cloze Tasks,
201
Impromptu Reading Plus Comprehension Questions,
204
Short-Answer Tasks,
206
Editing (Longer Texts),
207
Scanning,
209
Ordering Tasks,
209
Information Transfer: Reading Charts, Maps, Graphs, Diagrams,
210
Designing Assessment Tasks: Extensive Reading,
212
Skimming Tasks,
213
Summarizing and Responding,
213
Note-Taking and Outlining,
215
Exercises,
216
For Your Further Reading,
217
9
Assessing Writing
218
Genres of Written Language,
219
Types of Writing Performance,
220
Micro- and Macroskills of Writing,
220
Designing Assessment Tasks: Imitative Writing,
221
Tasks in [Hand] Writing Letters, Words, and Punctuation,
221
Spelling Tasks and Detecting Phoneme-Grapheme Correspondences,
223
Designing Assessment Tasks: Intensive (Controlled) Writing,
225
Dictation and Dicto-Comp,
225
Grammatical Transformation Tasks,
226
Picture-Cued Tasks,
226
Vocabulary Assessment Tasks,
229
Ordering Tasks,
230
Short-Answer and Sentence Completion Tasks,
230
Issues in Assessing Responsive and Extensive Writing,
231
Designing Assessment Tasks: Responsive and Extensive Writing,
233
Paraphrasing,
234
Guided Question and Answer,
234
Paragraph Construction Tasks,
235
Strategic Options,
236
Test of Written English
(TWE®),
237
VIII CONTENTS
Scoring Methods for Responsive and Extensive Writing,
241
Holistic Scoring,
242
Primary Trait Scoring,
242
Analytic Scoring,
243
Beyond Scoring: Responding to Extensive Writing,
246
Assessing Initial Stages of the Process of Composing,
247
Assessing Later Stages of the Process of Composing,
247
Exercises,
249
For Your Further Reading,
250
10
Beyond Tests: Alternatives in Assessment
251
The Dilemma of Maximizing Both Practicality andWashback,
252
Performance-Based Assessment,
254
Portfolios,
256
Journals,
260
Conferences and Interviews,
264
Observations,
266
Self- and Peer-Assessments,
270
Types of Self- and Peer-Assessment,
271
Guidelines for Self- and Peer-Assessment,
276
A Taxonomy of Self- and Peer-Assessment Tasks,
277
Exercises,
279
For Your Further Reading,
280
11
Grading and Student Evaluation
281
Philosophy of Grading: What Should Grades Reflect?
282
Guidelines for Selecting Grading Criteria,
284
Calculating Grades: Absolute and Relative Grading,
285
Teachers Perceptions of Appropriate Grade Distributions,
289
Institutional Expectations and Constraints,
291
Cross-Cultural Factors and the Question of Difficulty,
292
What Do Letter Grades Mean ?,
293
Alternatives to Letter Grading,
294
Some Principles and Guidelines for Grading and Evaluation,
299
Exercises,
300
For Your Further Reading,
302
Bibliography
303
Name Index 313
Subject Index
315
|
| adam_txt |
CONTENTS
Preface
ix
Text Credits
xii
1
Testing, Assessing, and Teaching
1
What Is a Test?,
3
Assessment and Teaching,
4
Informal and Formal Assessment,
5
Formative and Summative Assessment,
6
Norm-Referenced and Criterion-Referenced Tests,
7
Approaches to Language Testing: A Brief History,
7
Discrete-Point and
Integrative
Testing,
8
Communicative Language Testing,
10
Performance-Based Assessment,
10
Current Issues in Classroom Testing,
11
New Views on Intelligence,
11
Traditional and "Alternative" Assessment,
13
Computer-Based Testing,
14
Exercises,
16
For Your Further Reading,
W
2
Principles of Language Assessment
19
Practicality,
19
Reliability,
20
Student-Related Reliability,
21
Rater Reliability,
21
Test Administration Reliability,
21
Test Reliability,
22
Validity,
22
Content-Related Evidence,
22
Criterion-Related Evidence,
24
Constract-Related Evidence,
25
Consequential Validity,
26
IV
CONTENTS
Face Validity,
26
Authenticity,
28
Washback,
28
Applying Principles to the Evaluation of Classroom Tests,
30
1.
Are the test procedures practical?
31
2.
Is the test reliable?
31
3.
Does the procedure demonstrate content validity?
32
4.
Is the procedure face valid and "biased for best"?
33
5.
Are the test tasks as authentic as possible?
35
6.
Does the test offer beneficial washback to the learner?
37
Exercises,
38
For Your Further Reading,
41
3
Designing Classroom Language Tests
42
Test Types,
43
Language Aptitude Tests,
43
Proficiency Tests,
44
Placement Tests,
45
Diagnostic Tests,
46
Achievement Tests,
47
Some Practical Steps to Test Construction,
48
Assessing Clear, Unambiguous Objectives,
49
Drawing Up Test Specifications,
50
Devising Test Tasks,
52
Designing Multiple-Choice Test Items,
55
1.
Design each item to measure a specific objective,
56
2.
State both stem and options as simply and directly as possible,
57
3.
Make certain that the intended answer is clearly the only correct one,
58
4.
Use item indices to accept, discard, or revise items,
58
Scoring, Grading, and Giving Feedback,
61
Scoring.
61
Grading,
62
Giving Feedback,
62
Exercises,
64
For Your Further Reading,
65
4
Standardized Testing
66
What Is Standardization?,
67
Advantages and Disadvantages of Standardized Tests,
68
Developing a Standardized Test,
69
1.
Determine the purpose and objectives of the test,
70
2.
Design test specifications,
70
3.
Design, select, and arrange test tasks/items,
74
4.
Make appropriate evaluations of different kinds of items,
78
CONTENTS
V
5.
Specify scoring procedures and reporting formats,
79
6.
Perform ongoing construct validation studies,
81
Standardized Language Proficiency Testing,
82
Four Standardized Language Proficiency Tests,
83
Test of English as a Foreign Language (TOEFL®),
84
Michigan English Language Assessment Battery (MELAB),
85
International English Language Testing System (IELTS),
85
Test of English for International Communication (TOEIC®),
86
Exercises,
87
For Your Further Reading,
87
Appendix to Chapter
4:
Commercial Proficiency Tests: Sample Items and Tasks,
88
Test of English as a Foreign Language (TOEFL®),
88
Michigan English Language Assessment Battery (MELAB),
93
International English Language Testing System (IELTS),
96
Test of English for International Communication (TOEIC®),
100
5
Standards-Based Assessment
104
ELD Standards,
105
ELD Assessment,
106
CASAS
and SCANS,
108
Teacher Standards,
109
The Consequences of Standards-Based and Standardized Testing»
110
Test Bias,
111
Test-Driven Learning and Teaching,
112
Ethical Issues: Critical Language Testing,
113
Exercises,
115
For Your Further Reading,
115
6
Assessing Listening
116
Observing the Performance of the Four Skills,
117
The Importance of Listening,
119
Basic Types of Listening,
119
Micro- and Macroskills of listening,
121
Designing Assessment Tasks: Intensive Listening,
122
Recognizing Phonological and Morphological Elements,
123
Paraphrase Recognition,
124
Designing Assessment Tasks: Responsive listening,
125
Designing Assessment Tasks: Selective Listening,
125
Listening Cloze,
125
Information Transfer,
127
Sentence Repetition,
130
Designing Assessment Tasks: Extensive listening,
130
VI
CONTENTS
Dictation,
131
Communicative Stimulus-Response Tasks,
132
Authentic Listening Tasks,
135
Exercises,
138
For Your Further Reading,
139
7
Assessing Speaking
140
Basic Types of Speaking,
141
Micro- and Macroskills of Speaking,
142
Designing Assessment Tasks: Imitative Speaking,
144
PhonePass® Test,
145
Designing Assessment Tasks: Intensive Speaking,
147
Directed Response Tasks,
147
Read-Aloud Tasks,
147
Sentence/Dialogue Completion Tasks and Oral Questionnaires,
149
Picture-Cued Tasks,
151
Translation (of Limited Stretches of Discourse),
159
Designing Assessment Tasks: Responsive Speaking,
159
Question and Answer,
159
Giving Instructions and Directions,
161
Paraphrasing,
161
Test of Spoken English (TSE®),
1б2
Designing Assessment Tasks: Interactive Speaking,
167
Interview,
167
Role Play,
174
Discussions and Conversations,
175
Games,
175
Oral Proficiency Interview
(OPI),
176
Designing Assessment: Extensive Speaking,
179
Oral Presentations,
179
Picture-Cued Story-Telling,
180
Retelling a Story, News Event,
182
Translation (of Extended Prose),
182
Exercises,
183
For Your Further Reading,
184
8
Assessing Reading
185
Types (Genres) of Reading,
186
Microskills, Macroskills, and Strategies for Reading,
187
Types of Reading,
189
Designing Assessment Tasks: Perceptive Reading,
190
Reading Aloud,
190
Written Response,
191
CONTENTS
VII
Multiple-Choice, 191
Picture-Cued
Items,
191
Designing Assessment Tasks: Selective Reading,
194
Multiple-Choice (for Form-Focused Criteria),
194
Matching Tasks,
197
Editing Tasks,
198
Picture-Cued Tasks,
199
Gap-Filling Tasks,
200
Designing Assessment Tasks: Interactive Reading,
201
Cloze Tasks,
201
Impromptu Reading Plus Comprehension Questions,
204
Short-Answer Tasks,
206
Editing (Longer Texts),
207
Scanning,
209
Ordering Tasks,
209
Information Transfer: Reading Charts, Maps, Graphs, Diagrams,
210
Designing Assessment Tasks: Extensive Reading,
212
Skimming Tasks,
213
Summarizing and Responding,
213
Note-Taking and Outlining,
215
Exercises,
216
For Your Further Reading,
217
9
Assessing Writing
218
Genres of Written Language,
219
Types of Writing Performance,
220
Micro- and Macroskills of Writing,
220
Designing Assessment Tasks: Imitative Writing,
221
Tasks in [Hand] Writing Letters, Words, and Punctuation,
221
Spelling Tasks and Detecting Phoneme-Grapheme Correspondences,
223
Designing Assessment Tasks: Intensive (Controlled) Writing,
225
Dictation and Dicto-Comp,
225
Grammatical Transformation Tasks,
226
Picture-Cued Tasks,
226
Vocabulary Assessment Tasks,
229
Ordering Tasks,
230
Short-Answer and Sentence Completion Tasks,
230
Issues in Assessing Responsive and Extensive Writing,
231
Designing Assessment Tasks: Responsive and Extensive Writing,
233
Paraphrasing,
234
Guided Question and Answer,
234
Paragraph Construction Tasks,
235
Strategic Options,
236
Test of Written English
(TWE®),
237
VIII CONTENTS
Scoring Methods for Responsive and Extensive Writing,
241
Holistic Scoring,
242
Primary Trait Scoring,
242
Analytic Scoring,
243
Beyond Scoring: Responding to Extensive Writing,
246
Assessing Initial Stages of the Process of Composing,
247
Assessing Later Stages of the Process of Composing,
247
Exercises,
249
For Your Further Reading,
250
10
Beyond Tests: Alternatives in Assessment
251
The Dilemma of Maximizing Both Practicality andWashback,
252
Performance-Based Assessment,
254
Portfolios,
256
Journals,
260
Conferences and Interviews,
264
Observations,
266
Self- and Peer-Assessments,
270
Types of Self- and Peer-Assessment,
271
Guidelines for Self- and Peer-Assessment,
276
A Taxonomy of Self- and Peer-Assessment Tasks,
277
Exercises,
279
For Your Further Reading,
280
11
Grading and Student Evaluation
281
Philosophy of Grading: What Should Grades Reflect?
282
Guidelines for Selecting Grading Criteria,
284
Calculating Grades: Absolute and Relative Grading,
285
Teachers" Perceptions of Appropriate Grade Distributions,
289
Institutional Expectations and Constraints,
291
Cross-Cultural Factors and the Question of Difficulty,
292
What Do Letter Grades "Mean"?,
293
Alternatives to Letter Grading,
294
Some Principles and Guidelines for Grading and Evaluation,
299
Exercises,
300
For Your Further Reading,
302
Bibliography
303
Name Index 313
Subject Index
315 |
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| author | Brown, H. Douglas 1941- |
| author_GND | (DE-588)132190885 |
| author_facet | Brown, H. Douglas 1941- |
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| callnumber-subject | P - Philology and Linguistics |
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| ctrlnum | (OCoLC)255207104 (DE-599)BVBBV023321184 |
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| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
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| dewey-sort | 3418.0076 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft Literaturwissenschaft |
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| format | Book |
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| id | DE-604.BV023321184 |
| illustrated | Illustrated |
| index_date | 2024-07-02T20:53:53Z |
| indexdate | 2024-07-09T21:15:49Z |
| institution | BVB |
| isbn | 0130988340 |
| language | English |
| lccn | 2003054505 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016505276 |
| oclc_num | 255207104 |
| open_access_boolean | |
| owner | DE-473 DE-BY-UBG DE-19 DE-BY-UBM |
| owner_facet | DE-473 DE-BY-UBG DE-19 DE-BY-UBM |
| physical | XII, 324 S. Ill., graph. Darst. |
| publishDate | 2004 |
| publishDateSearch | 2004 |
| publishDateSort | 2004 |
| publisher | Longman |
| record_format | marc |
| spelling | Brown, H. Douglas 1941- Verfasser (DE-588)132190885 aut Language assessment principles and classroom practices H. Douglas Brown New York Longman [2004] © 2004 XII, 324 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Hier auch spätere, unveränd. Nachdr. Sprachtest (DE-588)4077737-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Lesefähigkeit (DE-588)4167435-2 gnd rswk-swf Leistungsmessung (DE-588)4167290-2 gnd rswk-swf Sprachunterricht (DE-588)4056505-1 gnd rswk-swf Sprachunterricht (DE-588)4056505-1 s Lesefähigkeit (DE-588)4167435-2 s Leistungsmessung (DE-588)4167290-2 s DE-604 Fremdsprachenunterricht (DE-588)4018428-6 s Schulleistungsmessung (DE-588)4077202-0 s 1\p DE-604 Sprachtest (DE-588)4077737-6 s 2\p DE-604 Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016505276&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Brown, H. Douglas 1941- Language assessment principles and classroom practices Sprachtest (DE-588)4077737-6 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Lesefähigkeit (DE-588)4167435-2 gnd Leistungsmessung (DE-588)4167290-2 gnd Sprachunterricht (DE-588)4056505-1 gnd |
| subject_GND | (DE-588)4077737-6 (DE-588)4018428-6 (DE-588)4077202-0 (DE-588)4167435-2 (DE-588)4167290-2 (DE-588)4056505-1 |
| title | Language assessment principles and classroom practices |
| title_auth | Language assessment principles and classroom practices |
| title_exact_search | Language assessment principles and classroom practices |
| title_exact_search_txtP | Language assessment principles and classroom practices |
| title_full | Language assessment principles and classroom practices H. Douglas Brown |
| title_fullStr | Language assessment principles and classroom practices H. Douglas Brown |
| title_full_unstemmed | Language assessment principles and classroom practices H. Douglas Brown |
| title_short | Language assessment |
| title_sort | language assessment principles and classroom practices |
| title_sub | principles and classroom practices |
| topic | Sprachtest (DE-588)4077737-6 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Lesefähigkeit (DE-588)4167435-2 gnd Leistungsmessung (DE-588)4167290-2 gnd Sprachunterricht (DE-588)4056505-1 gnd |
| topic_facet | Sprachtest Fremdsprachenunterricht Schulleistungsmessung Lesefähigkeit Leistungsmessung Sprachunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016505276&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT brownhdouglas languageassessmentprinciplesandclassroompractices |