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00000cam a2200000 i 4500 |
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180427t20192019njua b 001 0 eng |
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20230130215410.0 |
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|a 2018020274
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| 035 |
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|a (OCoLC)on1033549085
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| 040 |
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|a DLC
|e rda
|c DLC
|d TXA
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| 020 |
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|a 9780134860220
|q paperback
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|a 0134860225
|q paperback
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| 035 |
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|a (OCoLC)1033549085
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| 050 |
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|a P53.4
|b .B76 2019
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| 082 |
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|a 418.0076
|2 23
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| 100 |
1 |
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|a Brown, H. Douglas,
|d 1941-
|e author.
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| 245 |
1 |
0 |
|a Language assessment :
|b principles and classroom practices /
|c H. Douglas Brown, Priyanvada Abeywickrama.
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| 250 |
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|a Third edition.
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| 264 |
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1 |
|a Hoboken, New Jersey :
|b Pearson Education,
|c [2019].
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| 264 |
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4 |
|c ©2019.
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| 300 |
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|a xviii, 376 pages :
|b illustrations ;
|c 24 cm.
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a unmediated
|b n
|2 rdamedia
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| 338 |
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|a volume
|b nc
|2 rdacarrier
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| 504 |
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|a Includes bibliographical references and indexes.
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| 505 |
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|a Assessment and Testing -- Measurement and Evaluation -- Assessment and Learning -- Informal and Formal Assessment -- Formative and Summative Assessment -- Norm-Referenced and Criterion-Referenced Tests -- Types and Purposes of Assessment -- Achievement Tests -- Diagnostic Tests -- Placement Tests -- Proficiency Tests -- Aptitude Tests -- Issues in Language Assessment: Then and Now -- Behavioral Influences on Language Testing -- Integrative Approaches -- Communicative Language Testing -- Traditional and "Alternative" Assessment -- Performance-Based Assessment -- Current "Hot Topics" in Language Assessment -- Dynamic Assessment -- Assessing Pragmatics -- Use of Technology in Testing -- Exercises -- For Your Further Reading -- Practicality -- Reliability -- Student-Related Reliability -- Rater Reliability -- Test Administration Reliability -- Test Reliability -- Validity -- Content-Related Evidence -- Criterion-Related Evidence
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| 505 |
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|a Construct-Related Evidence -- Consequential Validity (Impact) -- Face Validity -- Authenticity -- Washback -- Applying Principles to Classroom Testing -- Are the Test Procedures Practical? -- Is the Test Itself Reliable? -- Can You Ensure Rater Reliability? -- Does the Procedure Demonstrate Content Validity? -- Has the Impact of the Test Been Carefully Accounted for? -- Are the Test Tasks as Authentic as Possible? -- Does the Test Offer Beneficial Washback to the Learner? -- Maximizing Both Practicality and Washback -- Exercises -- For Your Further Reading -- Four Assessment Scenarios -- Scenario 1: Reading Quiz -- Scenario 2: Grammar Unit Test -- Scenario 3: Midterm Essay -- Scenario 4: Listening/Speaking Final Exam -- Determining the Purpose of a Test -- Test Usefulness -- Reading Quiz -- Defining Abilities to be Assessed -- Grammar Unit Test -- Drawing up Test Specifications -- Grammar Unit Test -- Midterm Essay -- Devising Test Items
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| 505 |
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|a Midterm Essay -- Listening/Speaking Final Exam -- Designing Multiple-Choice Items -- Design Each Item to Measure a Single Objective -- State Both Stem and Options as Simply and Directly as Possible -- Ensure the Intended Answer Is Clearly the Only Correct One -- Use Item Indices to Accept, Discard, or Revise Items (Optional) -- Listening/Speaking Final Exam -- Administering the Test -- Scoring, Grading, and Giving Feedback -- Scoring -- Grading -- Giving Feedback -- Exercises -- For Your Further Reading -- The Role of Standards in Standardized Tests -- Standards-Based Education -- Designing English Language Standards -- Standards-Based Assessment -- CASAS and SCANS -- Teacher Standards -- Consequences of Standards-Based Assessment and Standardized Testing -- Test Bias -- Test-Driven Learning and Teaching -- Ethical Issues: Critical Language Testing -- Exercises -- For Your Further Reading -- Advantages and Disadvantages of Standardized Tests
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| 505 |
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|a Developing a Standardized Test -- Step 1: Determine the Purpose and Objectives of the Test -- Step 2: Design Test Specifications -- Step 3: Design, Select, and Arrange Test Tasks/Items -- Step 4: Make Appropriate Evaluations of Different Kinds of Items -- Step 5: Specify Scoring Procedures and Reporting Formats -- Step 6: Perform Ongoing Construct Validation Studies -- Standardized Language Proficiency Testing -- Exercises -- For Your Further Reading -- Cautionary Observations on Assessing Language Skills Separately -- Integration of Skills in Language Assessment -- Assessing Grammar and Vocabulary -- Observing the Performance of the Four Skills -- Basic Types of Listening -- Micro- and Macroskills of Listening -- Designing Assessment Tasks: Intensive Listening -- Recognizing Phonological and Morphological Elements -- Paraphrase Recognition -- Designing Assessment Tasks: Responsive Listening -- Designing Assessment Tasks: Selective Listening
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| 505 |
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|a Listening Cloze -- Information Transfer -- Sentence Repetition -- Designing Assessment Tasks: Extensive Listening -- Dictation -- Communicative Stimulus-Response Tasks -- Authentic Listening Tasks -- Exercises -- For Your Further Reading -- Basic Types of Speaking -- Imitative -- Intensive -- Responsive -- Interactive -- Extensive (Monologue) -- Microskills and Macroskills of Speaking -- Designing Assessment Tasks: Imitative Speaking -- Versant® -- Designing Assessment Tasks: Intensive Speaking -- Directed Response Tasks -- Read-Aloud Tasks -- Sentence/Dialogue Completion Tasks and Oral Questionnaires -- Picture-Cued Tasks -- Translation (of Limited Stretches of Discourse) -- Designing Assessment Tasks: Responsive Speaking -- Question and Answer -- Giving Instructions and Directions -- Paraphrasing -- Designing Assessment Tasks: Interactive Speaking -- Interview -- Role Play -- Discussions and Conversations -- Games -- ACTFL Oral Proficiency Interview
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| 505 |
0 |
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|a Designing Assessments: Extensive Speaking -- Oral Presentations -- Picture-Cued Storytelling -- Retelling a Story, News Event -- Translation (of Extended Prose) -- Exercises -- For Your Further Reading -- Genres of Reading -- Microskills, Macroskills, and Strategies for Reading -- Types of Reading -- Perceptive -- Selective -- Interactive -- Extensive -- Designing Assessment Tasks: Perceptive Reading -- Reading Aloud -- Written Response -- Multiple-Choice -- Picture-Cued Items -- Designing Assessment Tasks: Selective Reading -- Multiple-Choice (for Form-Focused Criteria) -- Matching Tasks -- Editing Tasks -- Picture-Cued Tasks -- Gap-Filling Tasks -- Designing Assessment Tasks: Interactive Reading -- Cloze Tasks -- Impromptu Reading Plus Comprehension Questions -- Short-Answer Tasks -- Editing (Longer Texts) -- Scanning -- Sequencing -- Information Transfer: Reading Charts, Maps, Graphs, Diagrams -- Designing Assessment Tasks: Extensive Reading
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| 505 |
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|a Skimming Tasks -- Summarizing and Responding -- Notetaking and Outlining -- Exercises -- For Your Further Reading -- Genres of Written Language -- Types of Writing Performance -- Micro- and Macroskills of Writing -- Designing Assessment Tasks: Imitative Writing -- Tasks in (Hand-)writing Letters, Words, and Punctuation -- Spelling Tasks and Detecting Phoneme-Grapheme Correspondences -- Designing Assessment Tasks: Intensive (Controlled) Writing -- Dictation and Dicto-Comp -- Grammatical Transformation Tasks -- Picture-Cued Tasks -- Vocabulary Assessment Tasks -- Ordering Tasks -- Short-Answer and Sentence-Completion Tasks -- Issues in Assessing Responsive and Extensive Writing -- Designing Assessment Tasks: Responsive and Extensive Writing -- Paraphrasing -- Guided Question and Answer -- Paragraph Construction Tasks -- Strategic Options -- Standardized Tests of Responsive Writing -- Scoring Methods for Responsive and Extensive Writing
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| 505 |
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|a Holistic Scoring -- Analytic Scoring -- Primary-Trait Scoring -- Beyond Scoring: Responding to Extensive Writing -- Assessing Initial Stages of the Process of Composing -- Assessing Later Stages of the Process of Composing -- Exercises -- For Your Further Reading -- Understanding Form-Focused Assessment -- Assessing Grammar -- Defining Grammatical Knowledge -- Designing Assessment Tasks: Selected Response -- Designing Assessment Tasks: Limited Production -- Designing Assessment Tasks: Extended Production -- Assessing Vocabulary -- The Nature of Vocabulary -- Defining Lexical Knowledge -- Some Considerations in Designing Assessment Tasks -- Designing Assessment Tasks: Receptive Vocabulary -- Designing Assessment Tasks: Productive Vocabulary -- Exercises -- For Your Further Reading -- The Philosophy of Grading: What Should Grades Reflect? -- Guidelines for Selecting Grading Criteria -- Calculating Grades: Absolute and Relative Grading
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| 505 |
0 |
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|a Teachers' Perceptions of Appropriate Grade Distributions -- Institutional Expectations and Constraints -- Cultural Norms and the Question of Difficulty -- What Do Letter Grades "Mean"? -- Scoring and Grading Tests and Assignments -- Scoring Methods -- Scoring Open-Ended Responses -- Developing a Rubric -- Guidelines for Grading and Evaluation -- Exercises -- For Your Further Reading -- Self- and Peer Assessment -- Advantages of Self- and Peer Assessment -- Types of Self- and Peer Assessment -- Guidelines for Self- and Peer Assessment -- A Taxonomy of Self- and Peer Assessment Tasks -- Portfolios -- Clear Purpose -- Specific Guidelines -- Transparent Assessment Criteria -- Designated Time Allocated -- Scheduled Review and Conferencing -- Designated Location -- Positive Final Assessments -- Narrative Evaluations -- Checklist Evaluations -- Exercises -- For Your Further Reading.
|
| 650 |
|
0 |
|a Language and languages
|x Study and teaching.
|
| 700 |
1 |
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|a Abeywickrama, Priyanvada,
|e author.
|
| 948 |
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|a dmitchel 1/30/23 3.50.30
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| 994 |
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|a Z0
|b TXA
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|i ac2b53ed-dcdf-4d74-88d6-53bb4e49b654
|t 0
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| 952 |
f |
f |
|p 4_hour
|a Texas A&M University
|b College Station
|c Sterling C. Evans Library
|d Evans: Media and Reserves (Evans 1st floor)
|t 0
|e P53.4 .B76 2019
|h Library of Congress classification
|i unmediated -- volume
|m A14851858739
|
| 998 |
f |
f |
|a P53.4 .B76 2019
|t 0
|l Evans: Library Stacks
|