Cover Image

Language assessment : principles and classroom practices /

Show other versions (1)
Bibliographic Details
Main Authors: Brown, H. Douglas, 1941- (Author), Abeywickrama, Priyanvada (Author)
Format: Book
Language:English
Published: Hoboken, New Jersey : Pearson Education, [2019].
Edition:Third edition.
Subjects:
Language and languages > Study and teaching.
Table of Contents:
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.