Language assessment : principles and classroom practices / H. Douglas Brown ; Priyanvada Abeywickrama.

Format:

Book

Author/Creator:

Brown, H. Douglas, 1941- author.

Abeywickrama, Priyanvada, author.

Contributor:

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

Language and languages--Examinations.

Language acquisition.

Physical Description:

xviii, 376 pages : illustrations ; 24 cm

Edition:

Third edition.

Place of Publication:

Hoboken, NJ : Pearson Education, [2019]

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

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

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)

Administering the Test

Scoring, Grading, and Giving Feedback

Scoring

Grading

Giving Feedback

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

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

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

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)

Genres of Reading

Microskills, Macroskills, and Strategies for Reading

Types of Reading

Perceptive

Selective

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

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

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

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

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

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

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

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

For Your Further Reading.

Notes:

Includes bibliographical references and indexes.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

9780134860220

0134860225

OCLC:

1033549085

Publisher Number:

99984956159