Chapter 20. Examinee abilities and task difficulty in task-based L2 performance assessment

Norris, John M.; Brown, James Dean; Hudson, Thom; Bonk, William J.

doi:10.1075/tblt.1.24exa

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“…En cohérence avec les théories qui fondent le dispositif hybride, l'approche par les tâches a été adoptée pour élaborer la situation d'évaluation selon les principes d'un test de performance (Brindley 2009 ;McNamara 2000 ;Norris et alii 2009). Celle-ci mettait l'apprenant en action dans le rôle d'un journaliste et l'amenait à mobiliser ses connaissances sur les thématiques rencontrées lors des phases d'apprentissage, ainsi que ses compétences linguistiques et pragmatiques pour rédiger un article à partir d'une série d'images.…”

Section: Présentation Du Contexte Et De La Rechercheunclassified

L’anglais de spécialité en LEA à la croisée des domaines : étude de l’acquisition du lexique spécialisé

McAllister¹,

Belan²

2014

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Section: Présentation Du Contexte Et De La Rechercheunclassified

L’anglais de spécialité en LEA à la croisée des domaines : étude de l’acquisition du lexique spécialisé

McAllister¹,

Belan²

2014

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“…In the next few years, a flurry of publications appeared that pushed the limits of theorizing about TBLA, the contributions it might make, and the challenges that it presented for language test development and validation (e.g., Bachman, 2002; Brown, Hudson, Norris, & Bonk, 2002; Chalhoub-Deville, 2001; Long & Norris, 2000; Norris, 2002; Norris, Brown, Hudson, & Bonk, 2002; Skehan, 2001; Wigglesworth, 2001). Interestingly, with a few exceptions (e.g., Byrnes, 2002; Norton & Stewart, 1999; Van den Branden, Depauw, & Gysen, 2002), the related discussions and debates were largely hypothetical (and research largely lab-based), as language testers postulated about how TBLA might work and what kinds of problems it posed.…”

Section: Introductionmentioning

confidence: 99%

Current Uses for Task-Based Language Assessment

Norris¹

2016

Ann Rev Appl Linguist

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146

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Task-based language assessment (TBLA) has generated interest since the early 1990s, primarily in conjunction with the ongoing development of task-based language teaching (TBLT) and the pursuit of developing appropriate testing models for this approach to pedagogy (Norris, 2002, 2009). However, tasks also offer considerable advantages for language assessment, beyond their obvious relevance within TBLT classes and programs. In fact, major innovations in the general domain of language assessment over the past two decades have occurred in conjunction with the introduction of tasks into assessment design, largely in response to the need for tests that better represent examinees’ abilities to use the language (Mislevy, Steinberg, & Almond, 2002), but also because tasks offer a meaningful space for language teachers, testers, learners, and others to examine, understand, and improve language learning endeavors (Van Gorp & Deygers, 2013). This article reviews the considerable range of current uses for TBLA, illustrating different types of assessment with concrete examples and highlighting distinct roles for tasks as a basic unit of analysis in test design, interpretation, and intended consequence. Ultimately, it argues that tasks offer a fundamental, though not exclusive, foundation for useful language assessment, and that task-based assessment, though challenging, is probably worth the effort.

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Chapter 20. Examinee abilities and task difficulty in task-based L2 performance assessment

Cited by 2 publications

References 0 publications

L’anglais de spécialité en LEA à la croisée des domaines : étude de l’acquisition du lexique spécialisé

L’anglais de spécialité en LEA à la croisée des domaines : étude de l’acquisition du lexique spécialisé

Current Uses for Task-Based Language Assessment

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