Testing in Language Programs PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Testing in Language Programs PDF full book. Access full book title Testing in Language Programs by James Dean Brown. Download full books in PDF and EPUB format.
Author: James Dean Brown
Publisher: McGraw-Hill Companies
ISBN:
Category : Education
Languages : en
Pages : 324
Get Book Here
Book Description
"Testing in language programs is a core text for graduate and undergraduate teacher-training courses in language testing assessment. Ideal for both classroom use and personal reference, this book targets the need of those making both program-level (e.g. admissions, proficiency, and placement) as well as classroom-level testing decisions (e.g. assessing what students have learned through diagnostic and achievement testing)."--Back cover
Author: James Dean Brown
Publisher: McGraw-Hill Companies
ISBN:
Category : Education
Languages : en
Pages : 324
Get Book Here
Book Description
"Testing in language programs is a core text for graduate and undergraduate teacher-training courses in language testing assessment. Ideal for both classroom use and personal reference, this book targets the need of those making both program-level (e.g. admissions, proficiency, and placement) as well as classroom-level testing decisions (e.g. assessing what students have learned through diagnostic and achievement testing)."--Back cover
Author: James Dean Brown
Publisher: Cambridge University Press
ISBN: 0521000831
Category : Foreign Language Study
Languages : en
Pages : 640
Get Book Here
Book Description
Criterion-referenced Language Testing looks at the practical applications of this new area of language testing.
Author: Slobodanka Dimova
Publisher: Routledge
ISBN: 0429960328
Category : Language Arts & Disciplines
Languages : en
Pages : 228
Get Book Here
Book Description
Local Language Testing: Design, Implementation, and Development describes the language testing practice that exists in the intermediate space between large-scale standardized testing and classroom assessment, an area that is rarely addressed in the language testing and assessment literature. Covering both theory and practice, the book focuses on the advantages of local tests, fosters and encourages their use, and provides suggested ideas for their development and maintenance. The authors include examples of operational tests with well-proven track records and discuss: the ability of local tests to represent local contexts and values, explicitly and purposefully embed test results within instructional practice, and provide data for program evaluation and research; local testing practices grounded in the theoretical principles of language testing, drawing from experiences with local testing and providing practical examples of local language tests, illustrating how they can be designed to effectively function within and across different institutional contexts; examples of how local language tests and assessments are developed for use within a specific context and how they serve a variety of purposes (e.g., entry-level proficiency testing, placement testing, international teaching assistant testing, writing assessment, and program evaluation). Aimed at language program directors, graduate students, and researchers involved in language program development and evaluation, this is a timely book in that it focuses on the advantages of local tests, fosters and encourages their use, and outlines their development and maintenance. It constitutes essential reading for language program directors, graduate students, and researchers involved in language program development and evaluation.
Author: Betty Lanteigne
Publisher: Springer Nature
ISBN: 9813342323
Category : Education
Languages : en
Pages : 553
Get Book Here
Book Description
This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results. Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use.
Author: James Dean Brown
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 350
Get Book Here
Book Description
This series for teachers and teacher trainers gives sound, straightforward advice on good teaching methods, and practical suggestions for lessons and activities. This book teaches how to develop and/or adapt all types of language testing. -- Teachers and administrators learn how to make responsible and professional proficiency, placement, diagnostic, and achievement decisions, as well as how to design tests for program-level decisions and classroom-level decisions. -- Topics include: types and uses of tests; developing, adapting, and improving tests; describing results and interpreting scores; correlation; test reliability; test validity and standards testing; and testing and curriculum.
Author: Lyle F. Bachman
Publisher: Oxford University Press
ISBN: 9780194370035
Category : Foreign Language Study
Languages : en
Pages : 428
Get Book Here
Book Description
Offers a discussion of the basic concerns which underlie the development and use of language tests. Presenting a synthesis of research on testing, this book is useful for students on teacher education courses. It is also helpful for those professionally involved in designing and administering tests, acting as a complement to 'how to' books.
Author: H. Douglas Brown
Publisher: Pearson Education ESL
ISBN: 9780134860220
Category : Language acquisition
Languages : en
Pages : 400
Get Book Here
Book Description
Language Assessment: Principles and Classroom Practices is designed to offer a comprehensive survey of essential principles and tools for second language assessment. Its first and second editions have been successfully used in teacher-training courses, teacher certification curricula, and TESOL master of arts programs. As the third in a trilogy of teacher education textbooks, it is designed to follow H. Douglas Brown's other two books, Principles of Language Learning and Teaching (sixth edition, Pearson Education, 2014) and Teaching by Principles(fourth edition, Pearson Education, 2015). References to those two books are made throughout the current book. Language Assessment features uncomplicated prose and a systematic, spiraling organization. Concepts are introduced with practical examples, understandable explanations, and succinct references to supportive research. The research literature on language assessment can be quite complex and assume that readers have technical knowledge and experience in testing. By the end of Language Assessment, however, readers will have gained access to this not-so-frightening field. They will have a working knowledge of a number of useful, fundamental principles of assessment and will have applied those principles to practical classroom contexts. They will also have acquired a storehouse of useful tools for evaluating and designing practical, effective assessment techniques for their classrooms.
Author: White, Eddy
Publisher: IGI Global
ISBN: 1522569871
Category : Education
Languages : en
Pages : 436
Get Book Here
Book Description
The evaluation of student performance and knowledge is a critical element of an educator’s job as well as an essential step in the learning process for students. The quality and effectiveness of the evaluations given by educators are impacted by their ability to create and use reliable and valuable evaluations to facilitate and communicate student learning. The Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom is an essential reference source that discusses effective language assessment and educator roles in evaluation design. Featuring research on topics such as course learning outcomes, learning analytics, and teacher collaboration, this book is ideally designed for educators, administrative officials, linguists, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes.
Author: Glenn Fulcher
Publisher:
ISBN: 9780415339476
Category : Education
Languages : en
Pages : 403
Get Book Here
Book Description
Introducing students to the methods and debates associated with language testing assessment, this book explores the testing of linguistic competence of children, students, asylum seekers and many others in context of the uses to which such research can be put. It also presents and comments on key readings and articles.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309216737
Category : Education
Languages : en
Pages : 240
Get Book Here
Book Description
As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
