For a full list of titles in the Understanding Language series, please visit https://www.routledge.com/Understanding-Language/book-series/ULAN
Understanding Language Testing presents an introduction to language tests and the process of test development that starts at the very beginning. Assuming no knowledge of the field, the book promotes a practical understanding of language testing using examples from a variety of languages.
While grounded on solid theoretical principles, the book focuses on fostering a true understanding of the various uses of language tests and the process of test development, scoring test performance, analyzing and interpreting test results, and above all, using tests as ethically and fairly as possible so that test takers are given every opportunity to do their best, to learn as much as possible, and feel positive about their language learning.
Each chapter includes a summary, suggestions for further reading, and exercises. As such this is the ideal book for both beginning students of linguistics and language education, or anyone in a related discipline looking for a first introduction to language testing.
Author(s): Dan Douglas
Series: Understanding Language
Edition: 1
Publisher: Routledge
Year: 2010
Language: English
Commentary: True PDF
Pages: 156
Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Acknowledgements
Preface
1 Introduction: the rubber ruler
1.1 Why test language learning?
1.2 What is a language test?
1.2.1 What are the properties of measuring devices?
1.3 The rubber ruler
1.4 Tests, measurement and evaluation
1.4.1 Evaluation without measurement
1.4.2 Measurement without a test
1.4.3 Tests
1.5 Ethical uses of language tests
1.5.1 Reliability
1.5.2 Validity
Further reading
Exercises
2 Measuring language ability and making decisions
2.1 Measuring language ability
2.2 Making decisions about learners, teachers, programmes, and policies
2.3 Contexts of language use
2.3.1 Contextual features
2.3.2 Authenticity
2.4 Making valid interpretations of test performance
2.4.1 Consistency of measurement
2.4.2 Validity: evidence for interpretations of test performance
2.5 Conclusion: bias for best
Further reading
Exercises
3 Test development
3.1 What do I need to test? Needs analysis
3.1.1 Define the purpose of the test
3.1.2 Conduct a preliminary investigation
3.1.3 Collect primary data
3.1.4 Collect secondary data
3.1.5 Analyse target language use task and language characteristics
3.2 How am I going to test language abilities? Turning target language use tasks into test tasks
3.2.1 Developing a test task
3.2.2 Developing a blueprint for the test
3.2.3 Options for test tasks
3.3 How am I going to give the test? Test administration
3.3.1 Test environment
3.3.2 Personnel
3.3.3 Procedures
3.3.4 Scoring
3.4 How can my computer assist me in test development? Computerbased tools
3.4.1 Hot Potatoes
3.4.2 Moodle
3.4.3 WebCT
3.5 Conclusion
Further reading
Exercises
4 Alternatives in assessment
4.1 Norm-referenced and criterion-referenced tests
4.2 Communicative language tests
4.3 ‘General’ and ‘specific purpose’ language tests
4.4 Discrete-point and integrative tests
4.5 Formative and summative assessment
4.6 Alternative approaches to assessment
4.6.1 Conference assessments
4.6.2 Portfolio assessment
4.6.3 Self- and peer-assessments
4.6.4 Task-based and performance assessment
4.6.5 Dynamic assessment
4.6.6 Summary
4.7 Conclusion
Further reading
Exercises
5 By the numbers: a statistics mini-course
5.1 Introduction
5.2 Normal distribution
5.3 The average or mean
5.4 Standard deviation
5.4.1 Standard deviation as a unit of measurement
5.5 Correlation
5.6 Probability and statistical significance
5.7 The t-test of the difference between two averages
5.8 Analysis of variance
5.9 Reliability
5.9.1 Split-half method
5.9.2 Internal consistency method
5.9.3 Standard error of measurement
5.10 The reliability of human raters
5.11 Conclusion
Further reading
Exercises
6 Technology and language testing
6.1 Introduction
6.2 Issues in technology and language testing
6.2.1 Technology and test taker attitudes
6.2.2 Language performance and different media
6.2.3 Technology and the construct to be measured
6.2.4 Technology and assessment tasks
6.2.5 The limits of automated scoring
6.3 Technology and language task types
6.3.1 Listening tasks
6.3.2 Integrated listening and speaking tasks
6.3.3 Writing tasks
6.3.4 Reading tasks
6.4 The promise and threats of automated scoring
6.4.1 Examples of current automated scoring programs
6.4.2 Concerns about automated scoring
6.5 Test feedback and reporting
6.6 Online and computer-based resources for statistics
6.6.1 Microsoft® Excel
6.6.2 Online resources
6.7 Conclusion
Further reading
Exercises
Afterword: the rubber ruler revisited
References
Index
