Language Assessment - Principles and Classroom Practices.pdf - School ASSESSMENT - Rikki77

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CONTENTS

Preface

Text Credits

xii

1 Testing, Assessing, and Teaching

What Is a Test?, 3

Assessment and Teaching, 4

Informal and Formal Assessment, 5

Formative and Summative Assessment, 6

Norm-Referenced and Criterion-Referenced Tests, 7

Approaches to Language Testing: A Brief History, 7

Discrete-Point and Integrative Testing, 8

Communicative Language Testing, 10

Performance-Based Assessment, 10

Current Issues in Classroom Testing, 11

New Views on Intelligence, 11

Traditional and "Alternative" Assessment, 13

Computer-Based Testing, 14

Exercises, 16

For Your Further Reading, 18

2 Principles of Language Assessment

Practicality, 19

Reliability, 20

Student-Related Reliability, 21

Rater Reliability, 21

Test Administration Reliability, 21

Test Reliability, 22

Validity, 22

Content-Related Evidence, 22

Criterion-Related Evidence, 24

Construct-Related Evidence, 25

Consequential Validity, 26

iv CONTENTS

Face Validity, 26

Authenticity, 28

Washback, 28

Applying Principles to the Evaluation of Classroom Tests, 30

1. Are the test procedures practical? 31

2. Is the test reliable? 31

3. Does the procedure demonstrate content validity? 32

4. Is the procedure face valid and "biased for best"? 33

5. Are the test tasks as authentic as possible? 35

6. Does the test offer beneficial washback to the learner? 37

Exercises, 38

For Your Further Reading, 41

3 Designing Classroom Language Tests

Test Types, 43

Language Aptitude Tests, 43

Proficiency Tests, 44

Placement Tests, 45

Diagnostic Tests, 46

Achievement Tests, 47

Some Practical Steps to Test Construction, 48

Assessing Clear, Unambiguous Objectives, 49

Drawing Up Test Specifications, 50

Devising Test Tasks, 52

Designing Multiple-Choice Test Items, 55

1. Design each item to measure a specific objective, 56

2. State both stem and options as simply and directly as pOSSible, 57

3. Make certain that the intended answer is clearly the only correct one, 58

4. Use item indices to accept, discard, or revise items, 58

Scoring, Grading, and Giving Feedback, 61

Scoring, 61

Grading, 62

Giving Feedback, 62

Exercises, 64

For Your Further Reading, 65

4 Standardized Testing

What Is Standardization?, 67

Advantages and Disadvantages of Standardized Tests, 68

Developing a Standardized Test, 69

1. Determine the purpose and objectives of the test, 70

2. Design test specifications, 70

3. Design, select, and arrange test tasks/items, 74

4. Make appropriate evaluations of different kinds of items, 78

CONTENTS

5. Specify scoring procedures and reporting formats, 79

6 . Perform ongoing construct validation studies, 81

Standardized Language Proficiency Testing, 82

Four Standardized Language Proficiency Tests, 83

Test of English as a Foreign Language (TOEFL@),84

Michigan English Language Assessment Battery (MEIAB), 85

International English Language Testing System (lELTS), 85

Test of English for International Communication (TOEIC@), 86

Exercises, 87

For Your Further Reading, 87

Appendix to Chapter 4:

Commercial Proficiency Tests: Sample Items and Tasks, 88

Test of English as a Foreign Language (TOEFL ~, 88

Michigan English Language Assessment Battery (MEIAB), 93

International English Language Testing System (lELTS), 96

Test of English for International Communication (TOEIC~, 100

5 Standards-Based Assessment

ELD Standards, 105

ELD Assessment, 106

CASAS and SCANS, 108

Teacher Standards, 109

The Consequences of Standards-Based and Standardized Testing, 110

Test Bias, 111

Test-Driven Learning and Teaching, 112

Ethical Issues: Critical Language Testing, 113

Exercises, 115

For Your Further Reading, 115

104

6 Assessing Listening

Observing the Performance of the Four Skills, 117

The Importance of Listening, 119

Basic Types of Listening, 119

Micro- and Macroskills of Listening, 121

Designing Assessment Tasks : Intensive Listening, 122

Recognizing Phonological and Morphological Elements, 123

Paraphrase Recognition, 124

Designing Assessment Tasks: Responsive Listening, 125

Designing Assessment Tasks: Selective Listening, 125

Listening Cloze, 125

Information Transfer, 127

Sentence Repetition, 130

Designing Assessment Tasks: Extensive Listening, 130

116

vi CONTENTS

Dictation, 131

Communicative Stimulus-Response Tasks, 132

Authentic Listening Tasks, 135

Exercises, 138

For Your Further Reading, 139

7 Assessing Speaking

Basic Types of Speaking, 141

Micro- and Macroskills of Speaking, 142

Designing Assessment Tasks: Imitative Speaking, 144

PhonePass® Test, 145

Designing Assessment Tasks: Intensive Speaking, 147

Directed Response Tasks, 147

Read-Aloud Tasks, 147

Sentence!Dialogue Completion Tasks and Oral Questionnaires, 149

Picture-Cued Tasks, 151

Translation (of Limited Stretches of Discourse), 159

Designing Assessment Tasks: Responsive Speaking, 159

Question and Answer, 159

Giving Instructions and Directions, 161

Paraphrasing, 161

Test of Spoken English (TSE®), 162

Designing Assessment Tasks: Interactive Speaking, 167

Interview, 167

Role Play, 174

Discussions and Conversations, 175

Games, 175

Oral Proficiency Interview (OPD, 176

Designing Assessment: Extensive Speaking, 179

Oral Presentations, 179

Picture-Cued Story-Telling, 180

Retelling a Story, News Event, 182

Translation (of Extended Prose), 182

Exercises, 183

For Your Further Reading, 184

140

8 Assessing Reading

Types (Genres) of Reading, 186

Microskills, Macroskills, and Strategies for Reading, 187

Types of Reading, 189

Designing Assessment Tasks: Perceptive Reading, 190

Reading Aloud, 190

Written Response, 191

185

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