Learning About Language Assessment / Edition 2 available in Paperback
- Pub. Date:
- Cengage Learning
This updated text provides a contemporary and practical analysis of language assessment theory. In addition to updated concepts and Teachers' Voices, new chapters on assessing language for specific purposes, and content-based assessment have been added. A new "Tools of the Trade" section has been added to each chapter, and covers new statistical procedures and examples.
About the Author
Dr. Kathleen M. Bailey received her M.A. in TESL and her Ph.D. in Applied Linguistics from the University of California at Los Angeles. She is a professor of Applied Linguistics at the Monterey Institute of International Studies (MIIS), in Monterey, California, and a TESOL professor at Anaheim University. She teaches courses on language assessment in both of those programs. Dr. Bailey's research interests include teacher education, supervision and development; language assessment; classroom research; and research methodology. She received the James E. Alatis Award for service to TESOL and the Heinle Lifetime Achievement Award, and is a two-time recipient of the Allen Griffin Award for Excellence in Teaching in Monterey County. She also received the Leslie Eliason Award for Excellence in Teaching at the Monterey Institute. From 1998-1999, Dr. Bailey was the president of TESOL. She served a total of seven years on the TESOL Board of Directors. Previously she served on the TOEFL Research Committee. Since 2009 she has been the Chairman of the Board of Trustees of TIRF - The International Research Foundation for English Language Education, as well as President of that foundation. In 2014 she was elected to the presidential line of the American Association for Applied Linguistics.
Andy Curtis received his M.A. in Applied Linguistics and English Language Teaching in 1992, and his Ph.D. in International Education in 1996, both from the University of York in England. From 2007 to 2011, Dr Curtis was the Director of the English Language Teaching Unit at the Chinese University of Hong Kong and an associate professor in the Department of Curriculum and Instruction within the Faculty of Education there. From 2002 to 2005, Dr. Curtis was the Executive Director of the School of English at Queen's University in Ontario, Canada. Over the last 20 years, Dr Curtis has worked with and presented to approximately 25,000 teachers in 30 different countries and territories, and he has published more than 100 books, chapters, and academic papers.
Table of Contents
Preface to the Second Edition vi
Chapter 1 Assessment as Information Gathering: Dilemmas of Conflicting Purposes 1
Chapter 2 A Framework for Analyzing Tests: Entering a New Culture 27
Chapter 3 Another Dilemma: Contrasting Pairs of Concepts 53
Chapter 4 The Role of Background Knowledge: Assessing the Receptive Skills 77
Chapter 5 Making Meaning: A Cloze-Knit Family 97
Chapter 6 Measuring Meaning: Communicative Language Testing 122
Chapter 7 Eliciting Oral Language Production: Role Plays 152
Chapter 8 Measuring Language Production: Scoring Writing Samples 174
Chapter 9 Multiple-Choice Tests and Item Analysis 195
Chapter 10 Different Paths to Testing: Alternative Assessment 218
Chapter 11 Specific Purpose Language Testing: The Importance of Context 248
Chapter 12 Content-Based Assessment: Integrating Language and Content 277
Chapter 13 Self-Assessment in Language Learning 307