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Language assessment :principles and classroom practices /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Language assessment :H. Douglas Brown ; Priyanvada Abeywickrama.
Reminder of title:	principles and classroom practices /
Author:	Brown, H. Douglas,
other author:	Abeywickrama, Priyanvada,
Description:	xviii, 376 pages :illustrations ;24 cm
Subject:	Language and languagesStudy and teaching.
ISBN:	9780134860220

Language assessment :principles and classroom practices /
Brown, H. Douglas,1941-

Language assessment :principles and classroom practices /H. Douglas Brown ; Priyanvada Abeywickrama. - Third edition. - xviii, 376 pages :illustrations ;24 cm

Includes bibliographical references and indexes.

Assessment and Testing -- Measurement and Evaluation -- Assessment and Learning -- Informal and Formal Assessment -- Formative and Summative Assessment -- Norm-Referenced and Criterion-Referenced Tests -- Types and Purposes of Assessment -- Achievement Tests -- Diagnostic Tests -- Placement Tests -- Proficiency Tests -- Aptitude Tests -- Issues in Language Assessment: Then and Now -- Behavioral Influences on Language Testing -- Integrative Approaches -- Communicative Language Testing -- Traditional and "Alternative" Assessment -- Performance-Based Assessment -- Current "Hot Topics" in Language Assessment -- Dynamic Assessment -- Assessing Pragmatics -- Use of Technology in Testing -- Exercises -- For Your Further Reading -- Practicality -- Reliability -- Student-Related Reliability -- Rater Reliability -- Test Administration Reliability -- Test Reliability -- Validity -- Content-Related Evidence -- Criterion-Related Evidence

ISBN: 9780134860220

LCCN: 2018020274Subjects--Topical Terms:

180352
Language and languages
--Study and teaching.Index Terms--Genre/Form:

886799
Examinations.

LC Class. No.: P53.4 / .B76 2019

Dewey Class. No.: 418.0076

Language assessment :principles and classroom practices /
LDR:09840nam a2200433 a 4500 001 594710
003 OCoLC
005 20210927235726.0
008 210928s2019 njua b 001 0 eng
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020 $a 9780134860220 $q paperback
020 $a 0134860225 $q paperback
035 $a (OCoLC)1033549085 $z (OCoLC)996955356 $z (OCoLC)1056184200 $z (OCoLC)1059818468
035 $a on1033549085
040 $a DLC $b eng $e rda $c DLC $d OCLCO $d BTCTA $d YDX $d OCLCF $d AEBUD $d AU@ $d MNM $d YDX $d UAB $d WYU
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050 0 0 $a P53.4 $b .B76 2019
082 0 0 $a 418.0076 $2 23
100 1 $a Brown, H. Douglas, $d 1941- $3 209726
245 1 0 $a Language assessment : $b principles and classroom practices / $c H. Douglas Brown ; Priyanvada Abeywickrama.
250 $a Third edition.
264 1 $a Hoboken, NJ : $b Pearson Education, $c [2019]
300 $a xviii, 376 pages : $b illustrations ; $c 24 cm
336 $a text $b txt $2 rdacontent
337 $a unmediated $b n $2 rdamedia
338 $a volume $b nc $2 rdacarrier
504 $a Includes bibliographical references and indexes.
505 0 # $a Assessment and Testing -- Measurement and Evaluation -- Assessment and Learning -- Informal and Formal Assessment -- Formative and Summative Assessment -- Norm-Referenced and Criterion-Referenced Tests -- Types and Purposes of Assessment -- Achievement Tests -- Diagnostic Tests -- Placement Tests -- Proficiency Tests -- Aptitude Tests -- Issues in Language Assessment: Then and Now -- Behavioral Influences on Language Testing -- Integrative Approaches -- Communicative Language Testing -- Traditional and "Alternative" Assessment -- Performance-Based Assessment -- Current "Hot Topics" in Language Assessment -- Dynamic Assessment -- Assessing Pragmatics -- Use of Technology in Testing -- Exercises -- For Your Further Reading -- Practicality -- Reliability -- Student-Related Reliability -- Rater Reliability -- Test Administration Reliability -- Test Reliability -- Validity -- Content-Related Evidence -- Criterion-Related Evidence
505 0 # $a Construct-Related Evidence -- Consequential Validity (Impact) -- Face Validity -- Authenticity -- Washback -- Applying Principles to Classroom Testing -- Are the Test Procedures Practical? -- Is the Test Itself Reliable? -- Can You Ensure Rater Reliability? -- Does the Procedure Demonstrate Content Validity? -- Has the Impact of the Test Been Carefully Accounted for? -- Are the Test Tasks as Authentic as Possible? -- Does the Test Offer Beneficial Washback to the Learner? -- Maximizing Both Practicality and Washback -- Exercises -- For Your Further Reading -- Four Assessment Scenarios -- Scenario 1: Reading Quiz -- Scenario 2: Grammar Unit Test -- Scenario 3: Midterm Essay -- Scenario 4: Listening/Speaking Final Exam -- Determining the Purpose of a Test -- Test Usefulness -- Reading Quiz -- Defining Abilities to be Assessed -- Grammar Unit Test -- Drawing up Test Specifications -- Grammar Unit Test -- Midterm Essay -- Devising Test Items
505 0 # $a Midterm Essay -- Listening/Speaking Final Exam -- Designing Multiple-Choice Items -- Design Each Item to Measure a Single Objective -- State Both Stem and Options as Simply and Directly as Possible -- Ensure the Intended Answer Is Clearly the Only Correct One -- Use Item Indices to Accept, Discard, or Revise Items (Optional) -- Listening/Speaking Final Exam -- Administering the Test -- Scoring, Grading, and Giving Feedback -- Scoring -- Grading -- Giving Feedback -- Exercises -- For Your Further Reading -- The Role of Standards in Standardized Tests -- Standards-Based Education -- Designing English Language Standards -- Standards-Based Assessment -- CASAS and SCANS -- Teacher Standards -- Consequences of Standards-Based Assessment and Standardized Testing -- Test Bias -- Test-Driven Learning and Teaching -- Ethical Issues: Critical Language Testing -- Exercises -- For Your Further Reading -- Advantages and Disadvantages of Standardized Tests
505 0 # $a Developing a Standardized Test -- Step 1: Determine the Purpose and Objectives of the Test -- Step 2: Design Test Specifications -- Step 3: Design, Select, and Arrange Test Tasks/Items -- Step 4: Make Appropriate Evaluations of Different Kinds of Items -- Step 5: Specify Scoring Procedures and Reporting Formats -- Step 6: Perform Ongoing Construct Validation Studies -- Standardized Language Proficiency Testing -- Exercises -- For Your Further Reading -- Cautionary Observations on Assessing Language Skills Separately -- Integration of Skills in Language Assessment -- Assessing Grammar and Vocabulary -- Observing the Performance of the Four Skills -- Basic Types of Listening -- Micro- and Macroskills of Listening -- Designing Assessment Tasks: Intensive Listening -- Recognizing Phonological and Morphological Elements -- Paraphrase Recognition -- Designing Assessment Tasks: Responsive Listening -- Designing Assessment Tasks: Selective Listening
505 0 # $a Listening Cloze -- Information Transfer -- Sentence Repetition -- Designing Assessment Tasks: Extensive Listening -- Dictation -- Communicative Stimulus-Response Tasks -- Authentic Listening Tasks -- Exercises -- For Your Further Reading -- Basic Types of Speaking -- Imitative -- Intensive -- Responsive -- Interactive -- Extensive (Monologue) -- Microskills and Macroskills of Speaking -- Designing Assessment Tasks: Imitative Speaking -- Versant� -- Designing Assessment Tasks: Intensive Speaking -- Directed Response Tasks -- Read-Aloud Tasks -- Sentence/Dialogue Completion Tasks and Oral Questionnaires -- Picture-Cued Tasks -- Translation (of Limited Stretches of Discourse) -- Designing Assessment Tasks: Responsive Speaking -- Question and Answer -- Giving Instructions and Directions -- Paraphrasing -- Designing Assessment Tasks: Interactive Speaking -- Interview -- Role Play -- Discussions and Conversations -- Games -- ACTFL Oral Proficiency Interview
505 0 # $a Designing Assessments: Extensive Speaking -- Oral Presentations -- Picture-Cued Storytelling -- Retelling a Story, News Event -- Translation (of Extended Prose) -- Exercises -- For Your Further Reading -- Genres of Reading -- Microskills, Macroskills, and Strategies for Reading -- Types of Reading -- Perceptive -- Selective -- Interactive -- Extensive -- Designing Assessment Tasks: Perceptive Reading -- Reading Aloud -- Written Response -- Multiple-Choice -- Picture-Cued Items -- Designing Assessment Tasks: Selective Reading -- Multiple-Choice (for Form-Focused Criteria) -- Matching Tasks -- Editing Tasks -- Picture-Cued Tasks -- Gap-Filling Tasks -- Designing Assessment Tasks: Interactive Reading -- Cloze Tasks -- Impromptu Reading Plus Comprehension Questions -- Short-Answer Tasks -- Editing (Longer Texts) -- Scanning -- Sequencing -- Information Transfer: Reading Charts, Maps, Graphs, Diagrams -- Designing Assessment Tasks: Extensive Reading
505 0 # $a Skimming Tasks -- Summarizing and Responding -- Notetaking and Outlining -- Exercises -- For Your Further Reading -- Genres of Written Language -- Types of Writing Performance -- Micro- and Macroskills of Writing -- Designing Assessment Tasks: Imitative Writing -- Tasks in (Hand-)writing Letters, Words, and Punctuation -- Spelling Tasks and Detecting Phoneme-Grapheme Correspondences -- Designing Assessment Tasks: Intensive (Controlled) Writing -- Dictation and Dicto-Comp -- Grammatical Transformation Tasks -- Picture-Cued Tasks -- Vocabulary Assessment Tasks -- Ordering Tasks -- Short-Answer and Sentence-Completion Tasks -- Issues in Assessing Responsive and Extensive Writing -- Designing Assessment Tasks: Responsive and Extensive Writing -- Paraphrasing -- Guided Question and Answer -- Paragraph Construction Tasks -- Strategic Options -- Standardized Tests of Responsive Writing -- Scoring Methods for Responsive and Extensive Writing
505 0 # $a Holistic Scoring -- Analytic Scoring -- Primary-Trait Scoring -- Beyond Scoring: Responding to Extensive Writing -- Assessing Initial Stages of the Process of Composing -- Assessing Later Stages of the Process of Composing -- Exercises -- For Your Further Reading -- Understanding Form-Focused Assessment -- Assessing Grammar -- Defining Grammatical Knowledge -- Designing Assessment Tasks: Selected Response -- Designing Assessment Tasks: Limited Production -- Designing Assessment Tasks: Extended Production -- Assessing Vocabulary -- The Nature of Vocabulary -- Defining Lexical Knowledge -- Some Considerations in Designing Assessment Tasks -- Designing Assessment Tasks: Receptive Vocabulary -- Designing Assessment Tasks: Productive Vocabulary -- Exercises -- For Your Further Reading -- The Philosophy of Grading: What Should Grades Reflect? -- Guidelines for Selecting Grading Criteria -- Calculating Grades: Absolute and Relative Grading
505 0 # $a Teachers' Perceptions of Appropriate Grade Distributions -- Institutional Expectations and Constraints -- Cultural Norms and the Question of Difficulty -- What Do Letter Grades "Mean"? -- Scoring and Grading Tests and Assignments -- Scoring Methods -- Scoring Open-Ended Responses -- Developing a Rubric -- Guidelines for Grading and Evaluation -- Exercises -- For Your Further Reading -- Self- and Peer Assessment -- Advantages of Self- and Peer Assessment -- Types of Self- and Peer Assessment -- Guidelines for Self- and Peer Assessment -- A Taxonomy of Self- and Peer Assessment Tasks -- Portfolios -- Clear Purpose -- Specific Guidelines -- Transparent Assessment Criteria -- Designated Time Allocated -- Scheduled Review and Conferencing -- Designated Location -- Positive Final Assessments -- Narrative Evaluations -- Checklist Evaluations -- Exercises -- For Your Further Reading.
650 # 0 $a Language and languages $x Study and teaching. $3 180352
650 # 0 $a Language and languages $x Examinations. $3 186732
650 # 0 $a Language acquisition. $3 177882
655 # 7 $a Examinations. $2 fast $3 886799
700 1 # $a Abeywickrama, Priyanvada, $e author. $3 886798
938 $a YBP Library Services $b YANK $n 14730155
938 $a Baker and Taylor $b BTCP $n BK0021321412
994 $a C0 $b TWNUK