{"product_id":"language-assessment-9780134860220","title":"Language Assessment","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003ePreface Text Credits Chapter 1 Assessment Concepts and Issues \u003c\/strong\u003eAssessment 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 \u003cem\u003eExercises For Your Further Reading \u003c\/em\u003e \u003cstrong\u003eChapter 2 Principles of Language Assessment \u003c\/strong\u003e Practicality Reliability Student-Related Reliability \u003c\/p\u003e \u003cp\u003eRater 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 \u003cem\u003eExercises For Your Further Reading \u003c\/em\u003e \u003cstrong\u003eChapter 3 Designing Classroom Language Tests \u003c\/strong\u003e 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 Make Certain That the Intended Answer Is Clearly Only the 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 \u003c\/p\u003e \u003cp\u003eGrading Giving Feedback\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises For Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 4 Standards-Based Assessment \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eThe Role of Standards in Standardized Tests Standards-Based Education\u003c\/p\u003e \u003cp\u003eDesigning English Language Standards\u003c\/p\u003e \u003cp\u003eStandards-Based Assessment\u003c\/p\u003e \u003cp\u003eCASAS and SCANS\u003c\/p\u003e \u003cp\u003eTeacher Standards\u003c\/p\u003e \u003cp\u003eConsequences of Standards-Based Assessment and Standardized Testing\u003c\/p\u003e \u003cp\u003eTest Bias\u003c\/p\u003e \u003cp\u003eTest-Driven Learning and Teaching\u003c\/p\u003e \u003cp\u003eEthical Issues: Critical Language Testing\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFor Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 5 Standardized Testing \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eAdvantages and Disadvantages of Standardized Tests\u003c\/p\u003e \u003cp\u003eDeveloping a Standardized Test\u003c\/p\u003e \u003cp\u003eStep 1: Determine the Purpose and Objectives of the Test\u003c\/p\u003e \u003cp\u003eStep 2: Design Test Specifications\u003c\/p\u003e \u003cp\u003eStep 3: Design, Select, and Arrange Test Tasks\/Items\u003c\/p\u003e \u003cp\u003eStep 4: Make Appropriate Evaluations of Different Kinds of Items\u003c\/p\u003e \u003cp\u003eStep 5: Specify Scoring Procedures and Reporting Formats\u003c\/p\u003e \u003cp\u003eStep 6: Perform Ongoing Construct Validation Studies\u003c\/p\u003e \u003cp\u003eStandardized Language Proficiency Testing\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFor Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 6 Assessing Listening \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eCautionary Observations on Assessing Language Skills Separately\u003c\/p\u003e \u003cp\u003eIntegration of Skills in Language Assessment\u003c\/p\u003e \u003cp\u003eAssessing Grammar and Vocabulary\u003c\/p\u003e \u003cp\u003eObserving the Performance of the Four Skills\u003c\/p\u003e \u003cp\u003eBasic Types of Listening\u003c\/p\u003e \u003cp\u003eMicro- and Macroskills of Listening\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Intensive Listening\u003c\/p\u003e \u003cp\u003eRecognizing Phonological and Morphological Elements\u003c\/p\u003e \u003cp\u003eParaphrase Recognition\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Responsive Listening\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Selective Listening\u003c\/p\u003e \u003cp\u003eListening Cloze\u003c\/p\u003e \u003cp\u003eInformation Transfer\u003c\/p\u003e \u003cp\u003eSentence Repetition\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Extensive Listening\u003c\/p\u003e \u003cp\u003eDictation\u003c\/p\u003e \u003cp\u003eCommunicative Stimulus-Response Tasks\u003c\/p\u003e \u003cp\u003eAuthentic Listening Tasks\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFor Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 7 Assessing Speaking \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eBasic Types of Speaking\u003c\/p\u003e \u003cp\u003eImitative\u003c\/p\u003e \u003cp\u003eIntensive\u003c\/p\u003e \u003cp\u003eResponsive\u003c\/p\u003e \u003cp\u003eInteractive\u003c\/p\u003e \u003cp\u003eExtensive (Monologue)\u003c\/p\u003e \u003cp\u003eMicroskills and Macroskills of Speaking\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Imitative Speaking\u003c\/p\u003e \u003cp\u003eVersant®\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Intensive Speaking\u003c\/p\u003e \u003cp\u003eDirected Response Tasks\u003c\/p\u003e \u003cp\u003eRead-Aloud Tasks\u003c\/p\u003e \u003cp\u003eSentence\/Dialogue Completion Tasks and Oral Questionnaires\u003c\/p\u003e \u003cp\u003ePicture-Cued Tasks\u003c\/p\u003e \u003cp\u003eTranslation (of Limited Stretches of Discourse)\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Responsive Speaking\u003c\/p\u003e \u003cp\u003eQuestion and Answer\u003c\/p\u003e \u003cp\u003eGiving Instructions and Directions\u003c\/p\u003e \u003cp\u003eParaphrasing\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Interactive Speaking\u003c\/p\u003e \u003cp\u003eInterview\u003c\/p\u003e \u003cp\u003eRole Play\u003c\/p\u003e \u003cp\u003eDiscussions and Conversations\u003c\/p\u003e \u003cp\u003eGames\u003c\/p\u003e \u003cp\u003eACTFL Oral Proficiency Interview\u003c\/p\u003e \u003cp\u003eDesigning Assessments: Extensive Speaking\u003c\/p\u003e \u003cp\u003eOral Presentations\u003c\/p\u003e \u003cp\u003ePicture-Cued Storytelling\u003c\/p\u003e \u003cp\u003eRetelling a Story, News Event\u003c\/p\u003e \u003cp\u003eTranslation (of Extended Prose)\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFor Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 8 Assessing Reading \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eGenres of Reading\u003c\/p\u003e \u003cp\u003eMicroskills, Macroskills, and Strategies for Reading\u003c\/p\u003e \u003cp\u003eTypes of Reading\u003c\/p\u003e \u003cp\u003ePerceptive\u003c\/p\u003e \u003cp\u003eSelective\u003c\/p\u003e \u003cp\u003eInteractive\u003c\/p\u003e \u003cp\u003eExtensive\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Perceptive Reading\u003c\/p\u003e \u003cp\u003eReading Aloud\u003c\/p\u003e \u003cp\u003eWritten Response Multiple-Choice Picture-Cued Items\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Selective Reading\u003c\/p\u003e \u003cp\u003eMultiple-Choice (for Form-Focused Criteria) Matching Tasks\u003c\/p\u003e \u003cp\u003eEditing Tasks\u003c\/p\u003e \u003cp\u003ePicture-Cued Tasks\u003c\/p\u003e \u003cp\u003eGap-Filling Tasks\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Interactive Reading\u003c\/p\u003e \u003cp\u003eCloze Tasks\u003c\/p\u003e \u003cp\u003eImpromptu Reading Plus Comprehension Questions\u003c\/p\u003e \u003cp\u003eShort-Answer Tasks\u003c\/p\u003e \u003cp\u003eEditing (Longer Texts)\u003c\/p\u003e \u003cp\u003eScanning\u003c\/p\u003e \u003cp\u003eSequencing\u003c\/p\u003e \u003cp\u003eInformation Transfer: Reading Charts, Maps, Graphs, Diagrams\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Extensive Reading\u003c\/p\u003e \u003cp\u003eSkimming Tasks\u003c\/p\u003e \u003cp\u003eSummarizing and Responding\u003c\/p\u003e \u003cp\u003eNotetaking and Outlining\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFor Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 9 Assessing Writing \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eGenres of Written Language\u003c\/p\u003e \u003cp\u003eTypes of Writing Performance\u003c\/p\u003e \u003cp\u003eMicro- and Macroskills of Writing\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Imitative Writing\u003c\/p\u003e \u003cp\u003eTasks in (Hand-)Writing Letters, Words, and Punctuation\u003c\/p\u003e \u003cp\u003eSpelling Tasks and Detecting Phoneme—Grapheme Correspondences\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Intensive (Controlled) Writing\u003c\/p\u003e \u003cp\u003eDictation and Dicto-Comp\u003c\/p\u003e \u003cp\u003eGrammatical Transformation Tasks\u003c\/p\u003e \u003cp\u003ePicture-Cued Tasks\u003c\/p\u003e \u003cp\u003eVocabulary Assessment Tasks\u003c\/p\u003e \u003cp\u003eOrdering Tasks\u003c\/p\u003e \u003cp\u003eShort-Answer and Sentence-Completion Tasks\u003c\/p\u003e \u003cp\u003eIssues in Assessing Responsive and Extensive Writing\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Responsive and Extensive Writing\u003c\/p\u003e \u003cp\u003eParaphrasing\u003c\/p\u003e \u003cp\u003eGuided Question and Answer\u003c\/p\u003e \u003cp\u003eParagraph Construction Tasks\u003c\/p\u003e \u003cp\u003eStrategic Options\u003c\/p\u003e \u003cp\u003eStandardized Tests of Responsive Writing\u003c\/p\u003e \u003cp\u003eScoring Methods for Responsive and Extensive Writing\u003c\/p\u003e \u003cp\u003eHolistic Scoring\u003c\/p\u003e \u003cp\u003eAnalytic Scoring Primary Trait Scoring\u003c\/p\u003e \u003cp\u003eBeyond Scoring: Responding to Extensive Writing\u003c\/p\u003e \u003cp\u003eAssessing Initial Stages of the Process of Composing\u003c\/p\u003e \u003cp\u003eAssessing Later Stages of the Process of Composing\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFor Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 10 Assessing Grammar and Vocabulary \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding Form-Focused Assessment\u003c\/p\u003e \u003cp\u003eAssessing Grammar\u003c\/p\u003e \u003cp\u003eDefining Grammatical Knowledge\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Selected Response\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Limited Production\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Extended Production\u003c\/p\u003e \u003cp\u003eAssessing Vocabulary\u003c\/p\u003e \u003cp\u003eThe Nature of Vocabulary\u003c\/p\u003e \u003cp\u003eDefining Lexical Knowledge\u003c\/p\u003e \u003cp\u003eSome Considerations in Designing Assessment Tasks\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Receptive Vocabulary\u003c\/p\u003e \u003cp\u003eDesigning Assessment Tasks: Productive Vocabulary\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFor Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 11 Grading and Student Evaluation \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eThe Philosophy of Grading: What Should Grades Reflect?\u003c\/p\u003e \u003cp\u003eGuidelines for Selecting Grading Criteria\u003c\/p\u003e \u003cp\u003eCalculating Grades: Absolute and Relative Grading\u003c\/p\u003e \u003cp\u003eTeachers' Perceptions of Appropriate Grade Distributions\u003c\/p\u003e \u003cp\u003eInstitutional Expectations and Constraints\u003c\/p\u003e \u003cp\u003eCultural Norms and the Question of Difficulty\u003c\/p\u003e \u003cp\u003eWhat Do Letter Grades “Mean”?\u003c\/p\u003e \u003cp\u003eScoring and Grading Tests and Assignments\u003c\/p\u003e \u003cp\u003eScoring Methods\u003c\/p\u003e \u003cp\u003eScoring Open-Ended Responses\u003c\/p\u003e \u003cp\u003eDeveloping a Rubric\u003c\/p\u003e \u003cp\u003eGuidelines for Grading and Evaluation\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFor Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eChapter 12 Beyond Letter Grading\u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003eSelf- and Peer Assessment\u003c\/p\u003e \u003cp\u003eAdvantages of Self- and Peer Assessment\u003c\/p\u003e \u003cp\u003eTypes of Self- and Peer Assessment\u003c\/p\u003e \u003cp\u003eGuidelines for Self- and Peer Assessment\u003c\/p\u003e \u003cp\u003eA Taxonomy of Self- and Peer Assessment Tasks\u003c\/p\u003e \u003cp\u003ePortfolios 130\u003c\/p\u003e \u003cp\u003eClear Purpose\u003c\/p\u003e \u003cp\u003eSpecific Guidelines\u003c\/p\u003e \u003cp\u003eTransparent Assessment Criteria\u003c\/p\u003e \u003cp\u003eDesignated Time Allocated\u003c\/p\u003e \u003cp\u003eScheduled Review and Conferencing\u003c\/p\u003e \u003cp\u003eDesignated Location\u003c\/p\u003e \u003cp\u003ePositive Final Assessments\u003c\/p\u003e \u003cp\u003eNarrative Evaluations\u003c\/p\u003e \u003cp\u003eChecklist Evaluations\u003c\/p\u003e \u003cp\u003e\u003cem\u003eExercises \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eFor Your Further Reading \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eAppendix: Commercially Produced Tests of English as a Second\/Foreign Language \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eGlossary \u003c\/strong\u003e\u003c\/p\u003e \u003cp\u003e\u003cstrong\u003eBibliography n\u003c\/strong\u003e\u003c\/p\u003e","brand":"Pearson Education (US)","offers":[{"title":"Default Title","offer_id":49524404158807,"sku":"9780134860220","price":55.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780134860220.jpg?v=1731856646","url":"https:\/\/bookcurl.com\/products\/language-assessment-9780134860220","provider":"Book Curl","version":"1.0","type":"link"}