Language Testing: Matching Assessment Procedures with Language Knowledge

Shohamy, Elana

doi:10.1007/978-94-011-0657-3_6

Cited by 15 publications

(15 citation statements)

References 22 publications

(15 reference statements)

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“…Although portfolios are probably the most commonly cited example of alternative assessment (see, e.g., Darling-Hammond, 1994;Hamayan, 1995;Shohamy, 1996;Wolf et al, 1991), not all portfolios are good exemplars of alternative assessment culture (Hamp-Lyons & Condon, 2000). For portfolios to be considered alternative assessment, the process of selecting and assembling components, the nature of the final product, and the reading, feedback, and evaluating procedures must demonstrate these features: • The students actively participate in the selection of the portfolio components.…”

Section: Introductionmentioning

confidence: 99%

“…Portfolios have been used in a variety of ways for assessing student work. In education, generally, and more specifically in second language education, portfolios have been associated with alternative assessment (Darling-Hammond, 1994;Hamayan, 1995;Shohamy, 1996;Wolf, Bixby, Glenn, & Gardener, 1991). This article defines alternative assessment as representing a paradigm and culture that is different from traditional testing, requiring a different approach to addressing the issues of validity and ethics.…”

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confidence: 99%

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Portfolios, Power, and Ethics

Lynch¹,

Shaw²

2005

TESOL Quarterly

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Portfolios have been used in a variety of ways for assessing student work. In education, generally, and more specifically in second language education, portfolios have been associated with alternative assessment (Darling‐Hammond, 1994; Hamayan, 1995; Shohamy, 1996; Wolf, Bixby, Glenn, & Gardener, 1991). This article defines alternative assessment as representing a paradigm and culture that is different from traditional testing, requiring a different approach to addressing the issues of validity and ethics. We present a framework that integrates a consideration of how power relations determine the ethics and validity of assessment inferences. We then apply that framework to the assessment of student portfolios in a master of arts in TESOL (MA TESOL) program.

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Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

Portfolios, Power, and Ethics

Lynch¹,

Shaw²

2005

TESOL Quarterly

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“…The literature review in Chapter 2 is divided into two sections. The first section investigates the literature in language testing research on the construct of testing speaking as viewed through the lens of the five eras in language testing, identified by Shohamy (1996). They are the organizing principle in synthesizing the concepts, and in presenting the most 16 relevant approaches in relation to the NATO context.…”

Section: Organisation Of Thesismentioning

confidence: 99%

“…This Chapter, the literature review, is presented in two sections. The first section reviews literature related to language testing constructs, reviewing the five main eras as identified by Shohamy (1996). The second section of the Chapter introduces literature related to rater variance in assessment.…”

Section: Chapter Two: Literature Reviewmentioning

confidence: 99%

“…In the third phase, a shift to testing communicative language arises from research in linguistics and language teaching. Language teaching saw a move away from the teaching of de-contextualised language elements to those elements in communicative language (Shohamy 1996). Particularly influential was Hymes (1972), who introduced concepts of communicative competence and communicative performance to the field.…”

Section: The Communicative Language Testing Eramentioning

confidence: 99%

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Are we all on the same page? An exploratory study of OPI ratings across NATO countries using the NATO STANAG 6001 scale

Dubeau¹

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Tests that provide military and civilian personnel with Standardised Language Profiles in English carry high stakes in NATO. Since no known study has investigated the inter-reliability of ratings among member countries, this exploratory research informs on the comparability of ratings assigned to oral proficiency interviews (OPI). One hundred and three participants from eighteen countries and two NATO units rated two English language OPIs against the NATO STANAG 6001 scale, the common metric. Results indicated that there were some differences in the ratings assigned from country to country, and differences in ratings within each country. Ratings were brought closer to the mean by introducing 'plus levels' into the scheme. The results also showed that experience alone is an insufficient condition for rating correctly and consistently, and the need for more scale training was evident, if score reliability is to be achieved. This study's findings have implications for testers, raters, testing managers and stakeholders within NATO.iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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Task‐Based Language Assessment

Gorp

Deygers

2013

The Companion to Language Assessment

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This chapter first outlines the theoretical rationale behind task‐based language assessment (TBLA) and discusses why it remains a contested domain within language testing. The construct and key features of tasks in TBLA are reviewed, with particular attention to the use of TBLA for both summative and formative purposes. Both these purposes are illustrated by means of two extended case studies. The first of these focuses on formative TBLA in the context of Dutch‐speaking primary education. It shows how the rating scales and parameters for analyzing task performance in TBLA help the teacher in fulfilling his or her pedagogic responsibilities. Summative use of TBLA is discussed in the second case study about a centralized task‐based test of Dutch. It centers around such topics as defining the target language use, performing a needs analysis, and making inferences based on task performance.

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Language Testing: Matching Assessment Procedures with Language Knowledge

Cited by 15 publications

References 22 publications

Portfolios, Power, and Ethics

Portfolios, Power, and Ethics

Are we all on the same page? An exploratory study of OPI ratings across NATO countries using the NATO STANAG 6001 scale

Task‐Based Language Assessment

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