Exploring Language Assessment and Testing

Green, Anthony

doi:10.4324/9781315889627

Cited by 89 publications

(58 citation statements)

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“…As many researchers have argued, language assessment is inseparable from language teaching because most language teachers spend more than half of their professional career assessing their students (Crusan, Plakans & Gebril, 2016;Green, 2013;Weigle, 2007). However, many teacher training programs tend to give this area little attention because assessment is often the topic for only a few sessions, and many TESOL programs in different countries do not require their students to take an assessment course (Green, 2013;Weigle, 2007).…”

Section: Teacher Training In Thailandmentioning

confidence: 99%

Exploring Writing Assessment Literacy and Classroom Practices of Thai University Instructors

Thirakunkovit¹

2019

The Journal of AsiaTEFL

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This study aims to explore Thai university writing instructors' knowledge of writing assessment and their perceptions of different assessment practices. Having a good understanding of assessment principles is important because it helps teachers choose and develop appropriate assessment tools to measure students' abilities. Two major research questions are how much Thai university instructors know about writing assessment and whether they received any formal training in writing assessment before they started teaching. Fifty-two participants from ten large universities in Thailand participated in an online survey, and 21 of them participated in in-depth interviews. Findings from the survey show that the majority of participants reported having received some formal training in writing assessment, but 30% reported no formal training. More than half of them expressed frustration when having to develop assessment tasks to assess their students' achievements. Moreover, answers given in the online survey did not correspond with neither actual classroom practices nor background knowledge of assessment. It is hoped that the results of this study will motivate Thai university instructors to reflect on their assessment practices because, ultimately, the aim of this research is to provide suggestions that may help TESOL programs better prepare their graduate students for future teaching responsibilities. Thailand. Her current research interests cover language test development, test validation, assessment literacy, corpus linguistics, and second language writing. Her recent publications include -A Meta-

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Section: Teacher Training In Thailandmentioning

confidence: 99%

Exploring Writing Assessment Literacy and Classroom Practices of Thai University Instructors

Thirakunkovit¹

2019

The Journal of AsiaTEFL

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“…Despite the view that terminology such as "construct" and "construct definition" is less useful for explaining observed behavior in assessment situations (Kane, 2006(Kane, , 2012, a number of language assessment and testing specialists still find it relevant as a way of conceptualizing what should be tested (Bachman & Palmer, 2010;Fulcher, 2015;Fulcher & Davidson, 2007;Green, 2014;Hulstijn, 2011;Inbar-Lourie, 2008). According to Fulcher and Davidson (2007), a construct can be considered an unobservable concept, usually identified by an abstract noun, which needs to be defined so that it can be scientifically investigated.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

Assessing Spoken EFL Without a Common Rating Scale

Bøhn

2015

Sage Open

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This study investigated teacher cognition and behavior in a high-stakes, English as a Foreign Language (EFL) school context where no common rating scale exists. 24 EFL teachers at the upper secondary level in Norway were asked to rate the performance of a student taking her oral English exam and to give an account of what kind of performance aspects they pay attention to in the rating process. The study showed that while the raters had the same general ideas of the constructs to be assessed, there were differences in how they perceived the relative importance of these constructs, particularly as regards topical knowledge. The study has implications for language teaching and assessment practices at the intermediate to upperintermediate levels (Common European Framework of Reference, level B1/B2), particularly with regard to the role of topical knowledge.

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“…That aspect of test inquiry can be seen as investigating the cognitive validity of a test (Field, 2013, p. 77; see also Bax, 2013;Weir, 2005). Green (2014) and Field (2013) explained that one common method to investigate a test's cognitive validity is through verbal protocoling (such as online or concurrent think-alouds or stimulated recall). That is, a test's cognitive validity can be checked by asking test takers about how they complete the tasks and what they think about the test items (i.e., uncovering test takers' response processes).…”

Section: Test Validity Evidencementioning

confidence: 99%

The Cognitive Validity of Child English Language Tests: What Young Language Learners and Their Native‐Speaking Peers Can Reveal

et al. 2017

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This study investigated the cognitive validity of two child English language tests. Some teachers maintain that these types of tests may be cognitively invalid because native‐English‐speaking children would not do well on them (Winke, 2011). So the researchers had native speakers and learners of English aged 7 to 9 take sample versions of two standardized English reading and writing tests: the Young Learners Tests of English, Bronze and Silver, administered by Cambridge Michigan Language Assessments. They videotaped the children taking the tests, had them draw pictures of how they felt during testing, and interviewed them. The tests reliably discriminated learners from native speakers. However, 3 of 25 items on the Bronze test and 5 of 40 on the Silver test proved more difficult for native speakers than for language learners. The researchers interviewed the children to uncover why; incorrect responses stemmed from lack of assessment literacy or age‐related cognitive limitations, not deficits in English. The researchers discuss whether this is a problem and conclude that standardized language tests for children, even those already psychometrically reliable and valid, can be improved upon by interviewing child test takers. They stress that parallel information from same‐age, native‐English‐speaking peers is informative in revealing construct‐irrelevant variance.

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Exploring Language Assessment and Testing

Cited by 89 publications

References 0 publications

Exploring Writing Assessment Literacy and Classroom Practices of Thai University Instructors

Exploring Writing Assessment Literacy and Classroom Practices of Thai University Instructors

Assessing Spoken EFL Without a Common Rating Scale

The Cognitive Validity of Child English Language Tests: What Young Language Learners and Their Native‐Speaking Peers Can Reveal

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