Assessment for Language Teaching

✍ Scribed by Aek Phakiti & Constant Leung

• Publisher: cambridge university press
• Year: 2024
• Tongue: English
• Leaves: 112
• Category: Library

✦ Table of Contents

Cover
Title page
Copyright page
Assessment for Language Teaching
Contents
1 Introduction
1.1 Target Readership
1.2 Overview of the Element
1.3 Special Features
2 Assessment
2.1 Power and Influences of Assessment
2.2 Assessment in Education
2.3 Purposes and Functions of Assessment
3 Essential Concepts in Assessment
3.1 Testing, Assessment, and Evaluation
3.1.1 Testing
3.1.2 Assessment
3.1.3 Evaluation
3.2 Language Ability and Assessment
3.2.1 General Language Proficiency
3.2.2 Language-Using Skills
3.2.3 Language Proficiency Components
3.2.4 Social Dimensions of Language Assessment
3.2.5 Multilingualism and Language Proficiency
4 Types of Language Assessment
4.1 Formative Assessment (FA)
4.2 Summative Assessment (SA)
4.2.1 Assessment of Learning (AoL)
Standard 1
4.2.2 Standards-Based Assessment
4.2.3 Types of Decision-Making in SA
Norm-Referenced Approach (NRA)
Criterion-Referenced Approach (CRA)
5 Key Theoretical and Technical Concepts
5.1 Constructs in Assessment
5.2 Ways to Elicit Performance (as Evidence
of Learning/Knowing)
5.2.1 Elicitation Approaches
5.2.2 Integrated Approach
5.2.3 Selected- or Constructed-Response Techniques
5.3 Classical Test Theory (CTT)
6 Summative Assessment Design – Types and Processes
6.1 Test Design
6.1.1 Stage 1 (Plan)
6.1.2 Stage 2 (Develop)
6.1.3 Stage 3 (Administer)
6.1.4 Stage 4 (Score)
6.1.5 Stage 5 (Use)
6.1.6 Types of Test Techniques
Selected-Response Techniques
Constructed-Response Techniques
6.2 Non-test Assessment Design
6.2.1 Contemporary Approaches to FA
Dynamic Assessment
Learning-Oriented Assessment
Usage-Based Assessment
Scenario-Based Assessment
6.2.2 General Considerations for Non-test SA Tasks
6.2.3 Examples of Non-test Assessment Tasks
Portfolio Assessment
Task-Based Assessment
7 Quality Aspects in Assessment
7.1 Reliability (Revisited)
7.2 Validity
7.3 Practicality
7.4 Ethics
7.5 Fairness
7.6 Impact
8 Further Developments
8.1 Pedagogical Practice
8.1.1 Teaching and Assessment Alignments
8.1.2 Formative Feedback
Five Considerations for Effective Formative Feedback
8.1.3 Consolidated Guidelines for Improving Classroom Language
Assessment Practices
8.2 Research and Enquiries in Language Assessment
8.3 Further Professional Development and Further Reading
8.4 Concluding Remarks
Appendix: Test Specifications
Davidson and Lynch’s (2002) Assessment Specifications
Glossary of Language Assessment
References
Acknowledgements