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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.
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.
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Autorenporträt
Slobodanka Dimova is an associate professor in Language Testing and the coordinator of the Test of Oral English Proficiency for Academic Staff (TOEPAS) at the University of Copenhagen, Denmark. She currently serves as the book review editor for the journal Language Testing, a member of the Executive Committee of the European Association of Language Testing and Assessment (EALTA), and the Chair of the Danish Network for Language Testing and Assessment (DASTEN). She has also been a language testing consultant for the Danish Ministry of Education regarding the foreign language tests administered at the end of obligatory education. Her current research interests include rater training and rater behavior for oral proficiency tests, the development and validation of scales for performance-based tests, the use of technology in language testing and assessment, and the policies and practices related to the implementation of English-medium instruction (EMI) programs at non-Anglophone universities.
Xun Yan is an assistant professor of Linguistics, Second Language Acquisition and Teacher Education (SLATE) and Educational Psychology at the University of Illinois at Urbana-Champaign (UIUC). At UIUC, he also supervises the university-level English Placement Test (EPT), designed to assess international students' writing and speaking skills. His research interests include speaking and writing assessment, scale development and validation, psycholinguistic approaches to language testing, rater behavior and cognition, and language assessment literacy. His work has been published in Language Testing, Assessing Writing, TESOL Quarterly, and Journal of Second Language Writing.
April Ginther is a professor of English at Purdue University and teaches graduate classes in language testing and quantitative research. During her tenure at Purdue, she has advised more than 20 graduate student dissertations. She is also the director of Purdue's two primary English language support programs: The Oral English Proficiency Program, the support program for international teaching assistants, and The Purdue Language and Cultural Exchange, the support program for incoming international undergraduate students. As director of both programs, she is responsible for the development, maintenance, and administration of the local tests used to evaluate the English language skills of 1,000 incoming students each academic year. She is a founding member of MwALT, the Midwest Association of Language Testers, and is a well-respected member of the international language testing community. She served as the co-editor of the journal Language Testing from 2012 to 2017.
Inhaltsangabe
Preface Acknowledgements Chapter 1: Introduction Why local tests? Introduction Our tests Contexts and problem solving Large-scale language tests and academic language testing Organization of the rest of this volume Further reading References Chapter 2: Local tests, local contexts Introduction Local contexts and test purpose - decisions about test-takers Linking test purpose to instructional outcomes Further reading References Chapter 3: Local test development Introduction Planning test development Test design Technical manuals Summary Further reading References Chapter 4: Test tasks Introduction Discrete-point lexico-grammar items Integrative measures of general language ability Skill-based performance assessments Summary Further reading References Chapter 5: Local test delivery Introduction Digital devices Production of traditional and digitally delivered tests: what does it take? Opportunities for innovative task design Test administration Selection of test delivery format: what to consider Summary Further reading References Chapter 6: Scaling Introduction Why do we need a rating scale? Different types of rating scales Approaches to scale development and validation Issues to consider during scale validation Unique challenges and opportunities for scaling in local testing contexts Summary Further reading References Chapter 7: Raters and rater training Introduction The promise and perils of rater-mediated language assessment Rater behavior: a catalog of rater effects Why do we need rater training? Does it really work? Best practice for rater training Summary Further reading References Chapter 8: Data collection, management, and score reporting Introduction Data flow Data storage Data management Data uses Summary Further reading References Chapter 9: Reflections Introduction Some reflections on the revision of the TOEPAS Some reflections on the EPT scale revision process Some reflections on the development of the OEPT Conclusions References Appendix A Index
Preface Acknowledgements Chapter 1: Introduction Why local tests? Introduction Our tests Contexts and problem solving Large-scale language tests and academic language testing Organization of the rest of this volume Further reading References Chapter 2: Local tests, local contexts Introduction Local contexts and test purpose - decisions about test-takers Linking test purpose to instructional outcomes Further reading References Chapter 3: Local test development Introduction Planning test development Test design Technical manuals Summary Further reading References Chapter 4: Test tasks Introduction Discrete-point lexico-grammar items Integrative measures of general language ability Skill-based performance assessments Summary Further reading References Chapter 5: Local test delivery Introduction Digital devices Production of traditional and digitally delivered tests: what does it take? Opportunities for innovative task design Test administration Selection of test delivery format: what to consider Summary Further reading References Chapter 6: Scaling Introduction Why do we need a rating scale? Different types of rating scales Approaches to scale development and validation Issues to consider during scale validation Unique challenges and opportunities for scaling in local testing contexts Summary Further reading References Chapter 7: Raters and rater training Introduction The promise and perils of rater-mediated language assessment Rater behavior: a catalog of rater effects Why do we need rater training? Does it really work? Best practice for rater training Summary Further reading References Chapter 8: Data collection, management, and score reporting Introduction Data flow Data storage Data management Data uses Summary Further reading References Chapter 9: Reflections Introduction Some reflections on the revision of the TOEPAS Some reflections on the EPT scale revision process Some reflections on the development of the OEPT Conclusions References Appendix A Index
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