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• Title:Language assessment : principles and classroom practices / H. Douglas Brown ; Priyanvada Abeywickrama.
  
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• Author/Creator:Brown, H. Douglas, 1941- author.
  
• Other Contributors/Collections:Abeywickrama, Priyanvada, author.
  
• Published/Created:Hoboken, NJ : Pearson Education, [2019]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: P53.4 .B76 2019
    
  • Number of Items:2
    
  • Status:c.1 On loan - Due on 09-15-2024
    

   
• Library of Congress Subjects:Language and languages--Study and teaching.
  Language and languages--Examinations.
  Language acquisition.
  
• Edition:Third edition.
  
• Description:xviii, 376 pages : illustrations ; 24 cm
  
• Notes:Includes bibliographical references and indexes.
  
• ISBN:9780134860220 paperback
  0134860225 paperback
  
• 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.