Writing English Language Tests The Role Of Testing In The Teaching And Leaning Process
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| Author | : IRA/NCTE Joint Task Force on Assessment |
| Publisher | : International Reading Assoc. |
| Total Pages | : 60 |
| Release | : 2009-12-03 |
| Genre | : Education |
| ISBN | : 0872077764 |
With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
| Author | : Natalie Wexler |
| Publisher | : Penguin |
| Total Pages | : 354 |
| Release | : 2020-08-04 |
| Genre | : Education |
| ISBN | : 0735213569 |
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
| Author | : John Brian Heaton |
| Publisher | : |
| Total Pages | : 192 |
| Release | : 1988 |
| Genre | : English language |
| ISBN | : 9780582018778 |
| Author | : Elana Shohamy |
| Publisher | : Routledge |
| Total Pages | : 209 |
| Release | : 2014-09-25 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1317875486 |
Language in Social Life is a major series which highlights the importance of language to an understanding of issues of social and professional concern. It will be of practical relevance to all those wanting to understand how the ways we communicate both influence and are influenced by the structures and forces of contemporary social institutions. In all modern societies individuals are subject to tests, whether to enter educational programs, to pass from one level to the next or to grant certificates to practice. Yet, tests are powerful tools which are often introduced in undemocratic and unethical ways as disciplinary tools for carrying out various policy agendas. Tests can be detrimental to people's lives as they are capable of affecting and defining the knowledge and behaviour of those who are being tested. The Power of Tests applies a critical perspective of language tests by examining their uses and consequences in education and society and by viewing tests not as isolated events but rather as embedded in social, educational and political contexts. The book is divided into four parts: the first part establishes the power of tests through echoing the voices of test takers, describing the features of the power of tests, and the temptations that tests offer to bureaucrats who use them for power and control. The second part reports on studies that provide empirical evidence about intentions and effects of a number of large scale language tests. The third part interprets the results by examining their consequences on education and society, arriving at a model of tests' use. The final section of the book offers strategies for controlling and minimising the misuses of tests by introducing the notion of Critical Language Testing which calls for the examination of the consequences and misuses of tests, monitoring of power and pointing to their unethical uses. It also provides a comprehensive discussion of the responsibilities of language testers, including a new Code of Ethics, as well as strategies for guarding and protecting the rights of test takers.
| Author | : H. Douglas Brown |
| Publisher | : Pearson Education ESL |
| Total Pages | : 400 |
| Release | : 2018-03-16 |
| Genre | : Language acquisition |
| ISBN | : 9780134860220 |
Language Assessment: Principles and Classroom Practices is designed to offer a comprehensive survey of essential principles and tools for second language assessment. Its first and second editions have been successfully used in teacher-training courses, teacher certification curricula, and TESOL master of arts programs. As the third in a trilogy of teacher education textbooks, it is designed to follow H. Douglas Brown's other two books, Principles of Language Learning and Teaching (sixth edition, Pearson Education, 2014) and Teaching by Principles(fourth edition, Pearson Education, 2015). References to those two books are made throughout the current book. Language Assessment features uncomplicated prose and a systematic, spiraling organization. Concepts are introduced with practical examples, understandable explanations, and succinct references to supportive research. The research literature on language assessment can be quite complex and assume that readers have technical knowledge and experience in testing. By the end of Language Assessment, however, readers will have gained access to this not-so-frightening field. They will have a working knowledge of a number of useful, fundamental principles of assessment and will have applied those principles to practical classroom contexts. They will also have acquired a storehouse of useful tools for evaluating and designing practical, effective assessment techniques for their classrooms.
| Author | : Joachim Von Meien |
| Publisher | : GRIN Verlag |
| Total Pages | : 42 |
| Release | : 2007-11 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3638761509 |
Seminar paper from the year 2004 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2 (B), Otto-von-Guericke-University Magdeburg, 11 entries in the bibliography, language: English, abstract: Writing English language tests is a topic very many students and of course also their teachers have to deal with. Often testing does not have a very good reputation, especially when regarding the students. Most of them are probably happy when a test is over and enjoy the time without them. But testing has much more functions than a superficial look at it will provide. Chapter 3.1 of this paper deals with the numerous purposes and is also supposed to show the important role that testing plays in the teaching process. This paper will concentrate on the writing skill and the evaluation of it. The other three skills reading, listening and speaking are not the centre of research. But it is not possible to exclude them because they are all interrelated to the writing skill as this paper wants to show. What is it that makes especially the writing skill and also the testing of it so sophisticating and complex? Writing at an advanced level is usually compositional writing or essay writing. Chapter 2.3 concentrates on that kind of writing and points out its often difficult prerequisites, even for writers in the native language. What are the necessary features of tests in general? It is supposed to become clear that certain conditions such as validity, reliability and practicality are extremely important for written assessment and for every other assessment too. Many people, even if they never actively scored a test, are able to imagine the difficulties of a fair and objective judgement. Especially when dealing with compositional writing, that assumption is true. But nevertheless there are ways to improve the objectivity of evaluation even if a rest of subjectivity can not be avoided. Chapter 3.5 focuses on ways to judge tests adequately. Writing English language te
| Author | : Slobodanka Dimova |
| Publisher | : Routledge |
| Total Pages | : 228 |
| Release | : 2020-02-20 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 0429960328 |
Local Language Testing: Design, Implementation, and Development describes the language testing practice that exists in the intermediate space between large-scale standardized testing and classroom assessment, an area that is rarely addressed in the language testing and assessment literature. Covering both theory and practice, the book focuses on the advantages of local tests, fosters and encourages their use, and provides suggested ideas for their development and maintenance. The authors include examples of operational tests with well-proven track records and discuss: the ability of local tests to represent local contexts and values, explicitly and purposefully embed test results within instructional practice, and provide data for program evaluation and research; local testing practices grounded in the theoretical principles of language testing, drawing from experiences with local testing and providing practical examples of local language tests, illustrating how they can be designed to effectively function within and across different institutional contexts; examples of how local language tests and assessments are developed for use within a specific context and how they serve a variety of purposes (e.g., entry-level proficiency testing, placement testing, international teaching assistant testing, writing assessment, and program evaluation). Aimed at language program directors, graduate students, and researchers involved in language program development and evaluation, this is a timely book in that it focuses on the advantages of local tests, fosters and encourages their use, and outlines their development and maintenance. It constitutes essential reading for language program directors, graduate students, and researchers involved in language program development and evaluation.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 240 |
| Release | : 2011-06-20 |
| Genre | : Education |
| ISBN | : 0309216737 |
As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
| Author | : |
| Publisher | : |
| Total Pages | : 374 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
| Author | : Glenn Fulcher |
| Publisher | : Routledge |
| Total Pages | : 748 |
| Release | : 2021-12-15 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1000464695 |
This second edition of The Routledge Handbook of Language Testing provides an updated and comprehensive account of the area of language testing and assessment. The volume brings together 35 authoritative articles, divided into ten sections, written by 51 leading specialists from around the world. There are five entirely new chapters covering the four skills: reading, writing, listening, and speaking, as well as a new entry on corpus linguistics and language testing. The remaining 30 chapters have been revised, often extensively, or entirely rewritten with new authorship teams at the helm, reflecting new generations of expertise in the field. With a dedicated section on technology in language testing, reflecting current trends in the field, the Handbook also includes an extended epilogue written by Harding and Fulcher, contemplating what has changed between the first and second editions and charting a trajectory for the field of language testing and assessment. Providing a basis for discussion, project work, and the design of both language tests themselves and related validation research, this Handbook represents an invaluable resource for students, researchers, and practitioners working in language testing and assessment and the wider field of language education.
