Language assessment for classroom teachers:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford
Oxford University Press
2017
|
| Schriftenreihe: | Oxford handbooks for language teachers
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturverzeichnis Seite [284]-285 Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | ix, 289 Seiten Diagramme |
| ISBN: | 9780194218399 |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS
Acknowledgments xi
PART I: INTRODUCTION 1
1 A new approach to classroom-based language assessments 2
Where does our approach come from? 3
Why did we write this book? 4
Who is this book for? 5
What is in this book? 6
What will you learn from this book? 7
References 7
2 Using classroom-based language assessments 8
Language teaching and classroom-based language assessment 8
Language teaching 8
Language assessment 9
Similarities and differences between language teaching
and language assessment 10
Decisions made on the basis of classroom-based assessments 10
Decisions you need to make in the classroom 11
Relative importance of decisions 13
Modes of classroom-based assessments 15
Continuous and cyclical 17
Using classroom-based language assessments 18
Links in using classroom-based language assessments 19
Test developers and test users 24
Practicality of assessment use 25
Resources for assessment use 25
VI
Contents
PART II: A SYSTEMATIC APPROACH TO CLASSROOM-BASED
ASSESSMENT 27
3 Overview of our approach to assessment development 28
Fairness and accountability 28
Assessment justification 29
Specifying an assessment use argument (ADA) 30
Assessment development 31
Providing backing to support the AUA 36
4 Consequences: Why do we need to assess our students? 37
Assessment development questions for Claim 1 37
Intended consequences 38
Who will be affected by the consequences? 40
Quality of the intended consequences 41
Summary: Intended consequences and stakeholders in
classroom-based assessments 41
Stating Claim 1 42
Providing backing for Claim 1 46
5 Decisions: When do we need to assess our students? 48
Assessment development questions for Claim 2 48
What decisions need to be made? 48
Who will be affected by the intended decisions? 49
Who will make the intended decisions? 49
When do the intended decisions need to be made? 50
The qualities of the intended decisions 50
Summary: Relating intended consequences to decisions in
classroom-based assessments 5 2
Stating Claim 2 52
Providing backing for Claim 2 57
6 Interpretations: What and how should we assess? 59
Assessment development questions for Claim 3 59
What do we need to assess? Intended interpretations 61
Identifying the interpretations we need for making decisions: Relevance
and sufficiency
61
Contents vii
Source of ability definitions 62
Defining the areas of language ability to be assessed: Meaningfulness 64
How should we assess? Assessment tasks 65
Generalizability of interpretations 66
Identifying TLU domains and TLU tasks 66
Impartiality of interpretations 66
Qiialities of interpretations 67
Relating Claim 3 to Claims 1 and 2 68
Stating Claim 3 68
Providing backing for Claim 3 71
7 Assessment records: How can we record our students’
assessment performance? 73
Assessment development questions for Claim 4 74
Assessment records 74
Identifying the types of assessment records we need 75
Quality of the assessment records 15
Stating Claim 4 78
Providing backing for Claim 4 84
PART III: APPLYING THIS APPROACH IN YOUR CLASSROOM 87
8 Developing assessment task templates 88
Using TLU tasks to develop assessment task templates 90
Step 1: Selecting a TLU task 90
Step 2: Describing TLU tasks 91
Step 3: Modifying a TLU task to develop an assessment task template 97
Step 4: Developing a method for recording!scoring students performance 106
Step 5: Evaluating the modified task!assessment task template in terms of
assessment qualities 10 8
vin
Contents
9 Creating language assessment tasks 111
Creating multiple assessment tasks from templates 111
Examples of developing multiple assessment tasks of the same ability 112
Example 9.1: Writing a descriptive paragraph 113
Example 9.2: Discussing an environmental issue 117
Example 9.3: Listening for specific details 123
Example 9.4: Reading for cohesion 127
10 Combining assessment tasks to make classroom-based assessments 132
What is a blueprint? 133
How can you use a blueprint to guide assessment development? 138
How can you use a blueprint to maintain quality control? 139
Comparing assessment tasks with instructional tasks 139
Comparing tasks across different assessments 140
11 Administrative procedures and instructions 141
Why do we need to specify administrative procedures? 141
Administrative procedures 142
Preparing the test setting 142
Providing a supportive testing environment 143
Communicating the instructions 143
When do you give instructions? 144
Plow do you make instructions understandable? 146
How extensive do instructions need to be? 147
12 Scoring students’test performance and reporting the results 148
Scoring individual test tasks or items 149
Considerations in deciding on a scoring method 149
Different types of scoring methods 150
Number of tasks successfully completed 150
Scoring as levels of language ability 153
Combining scores and reporting the results 155
Total score for a single test 156
Score based on multiple tests 160
Arriving at a way to report students’ achievement 161
Reference 163
Contents ix
PART IV: EXAMPLES OF CLASSROOM-BASED
LANGUAGE ASSESSMENTS 165
Example assessments 166
1 Speaking, describing animals (young learners, beginning level) 169
2 Reading, Greenwich Village, filling gapped sentences (teens or adults,
advanced level) 181
3 Speaking, describing my favorite place (teens, intermediate level) 190
4 Listening, answering questions about free-time activities
(teens, intermediate level) 200
5 Listening, answering questions about best moment of life
(teens, beginning level) 210
6 Writing, describing a musical instrument (teens, intermediate level) 222
7 Speaking, discussing an environmental issue (teens or adults,
advanced level) 232
8 Writing a letter of application for a job (teens or adults, advanced level) 242
9 Reading, matching headings, street art (teens, intermediate level) 253
Appendix 1: Checklist of things to think about before
using a language assessment 263
Appendix 2: Parts of an assessment task template 266
Appendix 3: Answers to activities in Chapters 2 and 3 272
Glossary 277
Suggestions for further reading 284
Index 287
|
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| spelling | Bachman, Lyle F. 1944- Verfasser (DE-588)13593916X aut Language assessment for classroom teachers Lyle Bachman and Barbara Damböck Oxford Oxford University Press 2017 © 2017 ix, 289 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Oxford handbooks for language teachers Literaturverzeichnis Seite [284]-285 Hier auch später erschienene, unveränderte Nachdrucke Language and languages Ability testing Language and languages Study and teaching Sprachtest (DE-588)4077737-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf (DE-588)4167168-5 Lehrerhandbuch gnd-content Fremdsprachenunterricht (DE-588)4018428-6 s Sprachtest (DE-588)4077737-6 s DE-604 Englisch (DE-588)4014777-0 s Damböck, Barbara Verfasser (DE-588)1160448493 aut Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030361864&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bachman, Lyle F. 1944- Damböck, Barbara Language assessment for classroom teachers Language and languages Ability testing Language and languages Study and teaching Sprachtest (DE-588)4077737-6 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Englisch (DE-588)4014777-0 gnd |
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| title_short | Language assessment for classroom teachers |
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