Language testing and assessment: an advanced resource book
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
2008
|
| Ausgabe: | 1. publ., reprinted |
| Schriftenreihe: | Routledge applied linguistics
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes index, glossary and bibliographical references |
| Beschreibung: | XX, 403 S. Ill., graph. Darst. |
| ISBN: | 0415339464 0415339472 9780415339469 9780415339476 |
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| 245 | 1 | 0 | |a Language testing and assessment |b an advanced resource book |c Glenn Fulcher and Fred Davidson |
| 250 | |a 1. publ., reprinted | ||
| 264 | 1 | |a London [u.a.] |b Routledge |c 2008 | |
| 300 | |a XX, 403 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
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| 490 | 0 | |a Routledge applied linguistics | |
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Datensatz im Suchindex
| _version_ | 1804138338393784320 |
|---|---|
| adam_text | Contents
List of figures and tables
xiv
Series editors preface
xv
Acknowledgments
xvii
How to use this book
xix
SECTION A: INTRODUCTION
1
Unit A1 Introducing validity
3
A1
.1
Introduction
3
A1
.2
Three types of validity in early theory
4
A1
.3
Cutting the validity cake
12
Summary
21
Unit A2 Classroom assessment
23
A2.1 Introduction
23
A2.2 Pedagogy and the measurement paradigm
25
Summary
35
Unit
A3
Constructs and models
36
A3.1 Introduction
36
A3.2
The nature of models
37
A3.3
Canale
and Swain s model of communicative competence
38
A3.4 Canale s adaptations
3Θ
A3.5 Bachman s model of communicative language ability
(CLA)
42
A3.6 Celce-Murcia,
Dörnyei
and Thurrell s model of communicative
competence
47
A3.7 Interactional competence
49
A3.8 From models to frameworks: validity models and performance conditions
50
Summary
51
Unit
A4
Test specifications and designs
52
A4.1 Introduction
52
A4.2 Planning in test authoring
53
A4.3 Guiding language versus samples
54
A4.4 Congruence {or fit-to-spec)
55
A4.5 How do test questions originate? Reverse engineering and archetypes
56
A4.6 Reverse engineering
57
A4.7 Where do test items come from? What is the true genesis of a test
question?
58
A4.8 Spec-driven test assembly, operation and maintenance
59
vii
Contents
A4.9 Towards spec-driven theory
60
Summary
61
UnitA5 Writing items and tasks
62
A5.1 Introduction
62
A5.2 Evidence-centred design (ECD)
63
A5.3 Describing items and tasks
69
A5.4 Tasks and teaching
73
Summary
75
Unit A6 Prototypes, prototyping and field tests
76
A6.1 Introduction
76
A6.2 Prototypes
76
A6.3 Prototyping
79
A6.4 Field testing
85
A6.5 The iterative nature of the process
89
Summary
89
Unit A7 Scoring language tests and assessments
91
A7.1 Introduction
91
A7.2 Defining the quality of language
93
A7.3 Developing scoring systems
96
A7.4 Intuition and data
98
A7.5 Problems with scales
98
A7.6 Scoring in classical test theory
101
A7.7 Reliability
104
A7.8 Score transformations
108
A7.9 Item response theory
109
A7.1
0
Endowing a score with special meaning
111
Summary
114
Unit A8 Administration and training
115
A8.1 Introduction
115
A8.2 Getting things done
117
A8.3 Quality management systems
127
A8.4 Constraints
128
A8.5 Test administration within the ECD delivery model
129
A8.6 Rater and interlocutor training
131
A8.7 Security
132
A8.8 Test administration for disabled people
135
Summary
137
Unit A9 Fairness, ethics and standards
138
A9.1 Introduction
138
A9.2 Professionalism as a community of practitioners
138
A9.3 Professionalism and democracy
141
A9.4 Consequentialism
142
A9.5 On power and pessimism
144
A9.6 Professional conduct: standards for practice
155
A9.7 Responsibilities of language testers and their limitations
156
A9.8 Accountability
157
Summary 158
viii
Contents
Unit A1
0
Arguments and evidence in test validation and use
159
A10.1 Introduction
159
A1
0.2
Argumentation as solution
162
A1
0.3
The form of an argument
164
A1
0.4
Argument in evidence-centred design
167
A1
0.5
Arguments in language testing
168
A1
0.6
Arguments and feasibility
176
A10.7 Argument, evidence and ethics
176
Summary
178
SECTION B: EXTENSION
179
Unit B1 Construct validity
181
Cronbach, L. J. and Meehl, P. E. Construct validity in psychological
tests
182
Unit B2 Pedagogic assessment
192
Moss, P. Reconceptualizing validity for classroom assessment
193
Unit B3 Investigating communicative competence
203
Canale,
M.
and Swain, M. Theoretical bases of communicative
approaches to second language teaching and testing
203
UnitB4 Optimal specification design
212
Davidson, F. and Lynch,
B. K.
Testcraň:
A Teacher s Guide to Writing
and Using Language Test Specifications
212
Unit B5 Washback
221
Alderson, J. C. and Wall, D. Does washback exist?
222
Unit B6 Researching prototype tasks
230
Cumming,
Α.,
Grant, L, Mulcahy-Ernt, P. and Powers, D. A Teacher-
Verification Study of Speaking and Writing Prototype Tasks for a
New TOEFL
230
Unit B7 Scoring performance tests
249
Hamp-Lyons, L. Scoring procedures for ESL contexts
250
UnitB8 Interlocutor training and behaviour
258
Brown, A. Interviewer variation and the co-construction of speaking
proficiency
260
Unit B9 Ethics and professionalism
270
Davies, A. Demands of being professional in language testing
270
UnitBIO Validity as argument
278
Kane,
M. T.
(1992),
An argument-based approach to validity
278
Contents
SECTION
С:
EXPLORATION
Unit C1 Validity
-
an exploration
Unit C2 Assessment in school systems
Unit C3 What do items really test?
Unit C4 Evolution in action
Unit C5 To see a test in a grain of sand
.
Unit C6 Analysing items and tasks
Unit C7 Designing an alternative matrix
Unit C8 Administration and alignment
Unit C9 In a time far, far away
...
UnitCIO To boldly go
291
293
298
304
312
320
326
333
343
352
361
Glossary
Notes
References
Index
369
378
379
396
|
| adam_txt |
Contents
List of figures and tables
xiv
Series editors' preface
xv
Acknowledgments
xvii
How to use this book
xix
SECTION A: INTRODUCTION
1
Unit A1 Introducing validity
3
A1
.1
Introduction
3
A1
.2
Three 'types' of validity in early theory
4
A1
.3
Cutting the validity cake
12
Summary
21
Unit A2 Classroom assessment
23
A2.1 Introduction
23
A2.2 Pedagogy and the measurement paradigm
25
Summary
35
Unit
A3
Constructs and models
36
A3.1 Introduction
36
A3.2
The nature of models
37
A3.3
Canale
and Swain's model of communicative competence
38
A3.4 Canale's adaptations
3Θ
A3.5 Bachman's model of communicative language ability
(CLA)
42
A3.6 Celce-Murcia,
Dörnyei
and Thurrell's model of communicative
competence
47
A3.7 Interactional competence
49
A3.8 From models to frameworks: validity models and performance conditions
50
Summary
51
Unit
A4
Test specifications and designs
52
A4.1 Introduction
52
A4.2 Planning in test authoring
53
A4.3 Guiding language versus samples
54
A4.4 Congruence {or fit-to-spec)
55
A4.5 How do test questions originate? Reverse engineering and archetypes
56
A4.6 Reverse engineering
57
A4.7 Where do test items come from? What is the true genesis of a test
question?
58
A4.8 Spec-driven test assembly, operation and maintenance
59
vii
Contents
A4.9 Towards spec-driven theory
60
Summary
61
UnitA5 Writing items and tasks
62
A5.1 Introduction
62
A5.2 Evidence-centred design (ECD)
63
A5.3 Describing items and tasks
69
A5.4 Tasks and teaching
73
Summary
75
Unit A6 Prototypes, prototyping and field tests
76
A6.1 Introduction
76
A6.2 Prototypes
76
A6.3 Prototyping
79
A6.4 Field testing
85
A6.5 The iterative nature of the process
89
Summary
89
Unit A7 Scoring language tests and assessments
91
A7.1 Introduction
91
A7.2 Defining the quality of language
93
A7.3 Developing scoring systems
96
A7.4 Intuition and data
98
A7.5 Problems with scales
98
A7.6 Scoring in classical test theory
101
A7.7 Reliability
104
A7.8 Score transformations
108
A7.9 Item response theory
109
A7.1
0
Endowing a score with special meaning
111
Summary
114
Unit A8 Administration and training
115
A8.1 Introduction
115
A8.2 Getting things done
117
A8.3 Quality management systems
127
A8.4 Constraints
128
A8.5 Test administration within the ECD delivery model
129
A8.6 Rater and interlocutor training
131
A8.7 Security
132
A8.8 Test administration for disabled people
135
Summary
137
Unit A9 Fairness, ethics and standards
138
A9.1 Introduction
138
A9.2 Professionalism as a community of practitioners
138
A9.3 Professionalism and democracy
141
A9.4 Consequentialism
142
A9.5 On power and pessimism
144
A9.6 Professional conduct: standards for practice
155
A9.7 Responsibilities of language testers and their limitations
156
A9.8 Accountability
157
Summary 158
viii
Contents
Unit A1
0
Arguments and evidence in test validation and use
159
A10.1 Introduction
159
A1
0.2
Argumentation as solution
162
A1
0.3
The form of an argument
164
A1
0.4
Argument in evidence-centred design
167
A1
0.5
Arguments in language testing
168
A1
0.6
Arguments and feasibility
176
A10.7 Argument, evidence and ethics
176
Summary
178
SECTION B: EXTENSION
179
Unit B1 Construct validity
181
Cronbach, L. J. and Meehl, P. E. 'Construct validity in psychological
tests'
182
Unit B2 Pedagogic assessment
192
Moss, P. 'Reconceptualizing validity for classroom assessment'
193
Unit B3 Investigating communicative competence
203
Canale,
M.
and Swain, M. 'Theoretical bases of communicative
approaches to second language teaching and testing'
203
UnitB4 Optimal specification design
212
Davidson, F. and Lynch,
B. K.
Testcraň:
A Teacher's Guide to Writing
and Using Language Test Specifications
212
Unit B5 Washback
221
Alderson, J. C. and Wall, D. 'Does washback exist?'
222
Unit B6 Researching prototype tasks
230
Cumming,
Α.,
Grant, L, Mulcahy-Ernt, P. and Powers, D. A Teacher-
Verification Study of Speaking and Writing Prototype Tasks for a
New TOEFL
230
Unit B7 Scoring performance tests
249
Hamp-Lyons, L. 'Scoring procedures for ESL contexts'
250
UnitB8 Interlocutor training and behaviour
258
Brown, A. 'Interviewer variation and the co-construction of speaking
proficiency'
260
Unit B9 Ethics and professionalism
270
Davies, A. 'Demands of being professional in language testing'
270
UnitBIO Validity as argument
278
Kane,
M. T.
(1992),
'An argument-based approach to validity'
278
Contents
SECTION
С:
EXPLORATION
Unit C1 Validity
-
an exploration
Unit C2 Assessment in school systems
Unit C3 What do items really test?
Unit C4 Evolution in action
Unit C5 To see a test in a grain of sand
.
Unit C6 Analysing items and tasks
Unit C7 Designing an alternative matrix
Unit C8 Administration and alignment
Unit C9 In a time far, far away
.
UnitCIO To boldly go
291
293
298
304
312
320
326
333
343
352
361
Glossary
Notes
References
Index
369
378
379
396 |
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| genre_facet | Lehrbuch |
| id | DE-604.BV035170515 |
| illustrated | Illustrated |
| index_date | 2024-07-02T22:54:14Z |
| indexdate | 2024-07-09T21:26:36Z |
| institution | BVB |
| isbn | 0415339464 0415339472 9780415339469 9780415339476 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016977457 |
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| physical | XX, 403 S. Ill., graph. Darst. |
| publishDate | 2008 |
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| publisher | Routledge |
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| series2 | Routledge applied linguistics |
| spelling | Fulcher, Glenn Verfasser (DE-588)1223180107 aut Language testing and assessment an advanced resource book Glenn Fulcher and Fred Davidson 1. publ., reprinted London [u.a.] Routledge 2008 XX, 403 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Routledge applied linguistics Includes index, glossary and bibliographical references Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Sprachtest (DE-588)4077737-6 gnd rswk-swf Leistungsmessung (DE-588)4167290-2 gnd rswk-swf (DE-588)4123623-3 Lehrbuch gnd-content Sprachtest (DE-588)4077737-6 s DE-604 Fremdsprachenunterricht (DE-588)4018428-6 s Leistungsmessung (DE-588)4167290-2 s Davidson, Fred 1954- Verfasser (DE-588)1025365143 aut Erscheint auch als Online-Ausgabe 0-203-44906-1 Erscheint auch als Online-Ausgabe 978-0-203-44906-6 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016977457&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Fulcher, Glenn Davidson, Fred 1954- Language testing and assessment an advanced resource book Fremdsprachenunterricht (DE-588)4018428-6 gnd Sprachtest (DE-588)4077737-6 gnd Leistungsmessung (DE-588)4167290-2 gnd |
| subject_GND | (DE-588)4018428-6 (DE-588)4077737-6 (DE-588)4167290-2 (DE-588)4123623-3 |
| title | Language testing and assessment an advanced resource book |
| title_auth | Language testing and assessment an advanced resource book |
| title_exact_search | Language testing and assessment an advanced resource book |
| title_exact_search_txtP | Language testing and assessment an advanced resource book |
| title_full | Language testing and assessment an advanced resource book Glenn Fulcher and Fred Davidson |
| title_fullStr | Language testing and assessment an advanced resource book Glenn Fulcher and Fred Davidson |
| title_full_unstemmed | Language testing and assessment an advanced resource book Glenn Fulcher and Fred Davidson |
| title_short | Language testing and assessment |
| title_sort | language testing and assessment an advanced resource book |
| title_sub | an advanced resource book |
| topic | Fremdsprachenunterricht (DE-588)4018428-6 gnd Sprachtest (DE-588)4077737-6 gnd Leistungsmessung (DE-588)4167290-2 gnd |
| topic_facet | Fremdsprachenunterricht Sprachtest Leistungsmessung Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016977457&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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