Global Perspectives on Language Assessment: Research, Theory, and Practice / Edition 1

by Spiros Papageorgiou, Kathleen M. Bailey

Overview

The sixth volume in the Global Research on Teaching and Learning English series offers up-to-date research on the rapidly changing field of language assessment. The book features original research with chapters reporting on a variety of international education settings from a range of diverse perspectives. Covering a broad range of key topics—including scoring processes, test development, and student and teacher perspectives—contributors offer a comprehensive overview of the landscape of language assessment and discuss the consequences and impact for learners, teachers, learning programs, and society. Focusing on the assessment of language proficiency, this volume provides an original compendium of cutting-edge research that will benefit TESOL and TEFL students, language assessment scholars, and language teachers.

Product Details

ISBN-13:	9781138345379
Publisher:	Taylor & Francis
Publication date:	02/11/2019
Series:	Global Research on Teaching and Learning English
Pages:	258
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Spiros Papageorgiou is Managing Senior Research Scientist at Educational Testing Service.

Kathleen M. Bailey is Professor at Middlebury Institute of International Studies at Monterey, USA.

Table of Contents

Preface

Acknowledgments

Part 1: Raters and Rating

1. Analytic Rubric Format: How Category Position Affects Raters’ Mental Rubric

Laura Ballard

2. Rater Training in a Speaking Assessment: Impact on More- and Less-Proficient Raters

Larry Davis

3. The Impact of Rater Experience and Essay Quality on the Variability of EFL Writing Scores

Özgür Şahan

4. Assessing Second Language Writing: Raters’ Perspectives from a Sociocultural View

Yi Mei

Part 2: Test Development and Validation

5. Assessing Clinical Communication on the Occupational English Test

Brigita Séguis & Sarah McElwee

6. Updating the Domain Analysis of the Writing Subtest of a Large-scale Standardized Test for K-12 English Language Learners

Jing Wei, Tanya Bitterman, Ruslana Westerlund & Jennifer Norton

7. The Effect of Audiovisual Input on Academic Listen-Speak Task Performance

Ching-Ni Hsieh & Larry Davis

8. The Reliability of Readability Tools in L2 Reading

Alisha Biler

9. Eye Tracking Evidence on the Role of Second Language Proficiency in Integrated Writing Task Performance

Mikako Nishikawa

10. The Effects of Writing Task Manipulations on ESL Students’ Performance: Genre and Idea Support as Task Variables

Hyung-Jo Yoon

11. Cyberpragmatics: Assessing Interlanguage Pragmatics through Interactive Email Communication

Iftikhar Haider

Part 3: Test-taker and Teacher Perspectives

12. Did Test Preparation Practices for the College English Test (CET) Work? A Study from Chinese Students’ Perspectives

Jia Ma

13. Intended Goals and Reality in Practice: Test Takers’ Perspectives on the College English Test in China

Ying Bai

14. How Teacher Conceptions of Assessment Mediate Assessment Literacy: A Case Study of a University English Teacher in China

Yueting Xu

15. Sociocultural Implications of Assessment Practices in Iranian, French, and American Foreign Language Classes

Soodeh Eghtesad

Index

Editorial Reviews

"This leading-edge volume captures an extremely broad cross-section of research contexts and assessment-related issues. By doing so, the book helps the reader—and the field—move beyond the findings and points of view that focus so heavily on the same learners and settings."

—Luke Plonsky, Northern Arizona University, USA

"Global Perspectives on Language Assessment provides much-needed support for teachers’ professional development. This book is written by some of the brightest scholars in our field and is based on cutting-edge research studies. This volume not only helps teachers develop their testing and assessment practices, but also includes an important narrative element, which will enhance teachers’ assessment literacy, leading ultimately to enhanced student learning."

—Liying Cheng, Queen’s University, Canada

From the Publisher