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Fairness In Large Scale Esl Writing Assessments

Author: Jinyan Huang
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659193644
Size: 33.77 MB
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The number of ESL students has more than doubled since the 1980s and has recently grown significantly at North American schools. Increasingly, writing-proficiency standards are being established for students regardless of their native languages. Within this context, ESL students have to compete with native English students in writing. Like their native English peers, ESL students are expected to successfully demonstrate their ability to write English compositions and complete high-stakes essay examinations. However, research shows that ESL students face considerable challenges in passing these competency examinations of writing. Further, these difficulties may be due to more than language deficiencies. As an example, rating inconsistency and inaccuracy may be problems with the writing scores assigned to ESL students by the raters. These problems, finally, lead to questions about the fairness of the assessment of ESL students' writing. Using generalizability theory as a theoretical framework, this book investigates evidence of concerns about fairness in large-scale ESL writing assessments in North America.

English Language Education And Assessment

Author: David Coniam
Publisher: Springer
ISBN: 9812870717
Size: 56.74 MB
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This volume gathers contributions in the closely linked fields of English language assessment and language education. The contributors from China and Hong Kong represent a mixture of established and new scholars. Areas covered in the language education section range across major developments in the redefining of Hong Kong’s secondary and tertiary curricula, as well as the huge field of China’s vocational education curriculum. Regarding assessment, the contributions reflect major changes in the marking of examinations in Hong Kong, whereby all examinations from 2012 onwards are marked onscreen, to quality control issues in the administration of China’s College English Test, which is taken by over 10 million candidates every year.

Handbook Of Research In Second Language Teaching And Learning

Author: Eli Hinkel
Publisher: Taylor & Francis
ISBN: 131750836X
Size: 24.25 MB
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Volume III of the Handbook of Research in Second Language Teaching and Learning, like Volumes I and II, is a comprehensive, state-of-the-art overview of current research into social contexts of second language (L2)/foreign language (FL) teaching and learning; language policy; curriculum; types of instruction; incremental language skills such as listening, speaking, reading, writing, vocabulary, and grammar; international communication; pragmatics; assessment and testing. It differs from earlier volumes in its main purpose—to provide a more in-depth discussion and detailed focus on the development of the essential language skills required for any type of communication: speaking, listening, reading, vocabulary, grammar, and writing. Volume III preserves continuity with previous volumes in its coverage of all the classical areas of research in L2/FL teaching and learning and applied linguistics, but rather than offering a historical review of disciplinary traditions, it explores innovations and new directions of research, acknowledges the enormous complexity of teaching and learning the essential language abilities, and offers a diversity of perspectives. Chapter authors are all leading authorities in their disciplinary areas. What’s new in Volume III? Updates the prominent areas of research, including the sub-disciplines addressed in Volumes I and II, and represents the disciplinary mainstays Considers and discusses perspectives held by different schools of thought on the what, the how, and the why of teaching foundational language skills, including theories, pedagogical principles, and their implementation in practice Captures new and ongoing developments and trends in the key areas of L2/FL teaching and learning, and innovative research topics that have gained substantial recognition in current publications, including the role of corpora, technology, and digital literacy in L2/FL teaching and learning Examines new trends in language pedagogy and research, such as an increased societal emphasis on teaching academic language for schooling, somewhat contradictory definitions of literacy, and the growing needs for instruction in intercultural communication.

Designing Second Language Performance Assessments

Author: John M. Norris
Publisher: Natl Foreign Lg Resource Ctr
ISBN: 0824821092
Size: 78.72 MB
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This volume focuses on the decision-making potential provided by second language performance assessments. The authors first situate performance assessment within a broader discussion of alternatives in language assessment and in educational assessment in general. They then discuss issues in performance assessment design, implementation, reliability, and validity. Finally, they present a prototype framework for second language performance assessment based on the integration of theoretical underpinnings and research findings from the task-based language teaching literature, the language testing literature, and the educational measurement literature. The authors outline test and item specifications, and they present numerous examples of prototypical language tasks. They also propose a research agenda focusing on the operationalization of second language performance assessments.

Overcoming Foreign Language Classroom Anxiety

Author: Jinyan Huang
Publisher: Nova Science Pub Incorporated
ISBN: 9781613247754
Size: 18.17 MB
Format: PDF, ePub
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Foreign language anxiety is widely used to describe the feeling of tension and apprehension, which is specifically associated with second language contexts, including speaking, listening and learning. It is a distinct complex of self-perceptions, beliefs, feelings and behaviors related to classroom language learning arising from the uniqueness of the language learning process. In general, students who struggle with anxiety are more likely to struggle with reading, writing and most notably, listening comprehension and speaking. Research shows that students, regardless of anxiety within a specific category of language-skill-specific anxiety, tend to have a general feeling of low-self confidence. This book examines the dynamics of the anxiety phenomena.

Assessing Second Language Writing In Academic Contexts

Author: Liz Hamp-Lyons
Publisher: Ablex Publishing Corporation
Size: 10.24 MB
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This is the first volume to focus on the assessment of second language writing. The collection as a whole provides coverage of all issues in second language writing assessment, starting from the context in which and for which assessment must occur, moving through the aspects of decision-making and design in a writing assessment program, and then considering how the need to evaluate any program on assessment can be carried out. After a discussion of issues of public reporting, an area which will receive increasing attention in the next few years, the volume closes with a discussion of what new issues and answers the future may bring. The book reflects the current belief in direct writing assessment in second language writing assessment. While it is often expected that those working with ESL students will focus on language error, throughout the book themes of needs, attitudes, ideas and content dominate. For second language writers the use of written language to learn, to create knowledge and to share ideas and beliefs are vitally important. Additionally, issues of cross-cultural academic literacy, practical information on criteria and scoring models for use with ESL writers, and research on the efficacy and effects of various assessment models are provided. The book blends theory and practice in a way which offers all those who are concerned with the writing skills of nonnative users of English an invaluable resource.

Assessment Myths

Author: Lia Plakans
Publisher: University of Michigan Press
ISBN: 0472035819
Size: 14.41 MB
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This volume was conceived as a "best practices" resource for assessment in the way that "Vocabulary Myths" by Keith S. Folse is one for reading and vocabulary teachers. Like others in the "Myths "series, this book combines research with good pedagogical practices. The book opens with an introduction that reviews many key assessment terms and concepts. The myths examined in this book are: Assessment is just writing tests and using statistics.A comprehensive final exam is the best way to evaluate students.Scores on performance assessments are preferable because of their accuracy and authenticity.Multiple choice tests are inaccurate measures of language but are easy to write.We should test only one skill at a time.A test's validity can be determined by looking at it.Issues of fairness are not a concern with standardized testing.Teachers should never be involved in preparing students for tests.Implications for teaching and an agenda for research are discussed in a conclusion.

Diagnostic Writing Assessment

Author: Ute Knoch
Publisher: Peter Lang
ISBN: 9783631589816
Size: 33.50 MB
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The diagnostic assessment of writing is an important aspect of language testing which has often been neclected in the literature. However, it is an area which poses special challenges to practioners both in the classroom and in large-scale testing situations. This book presents a study which set out to develop and validate a rating scale specifically designed for the diagnostic assessment of writing in an academic English setting. The scale was developed by analysing a large number of writing performances produced by both native speakers of English and learners of English as an additional language. The rating scale was then validated using both quantitative and qualitative methods. The study showed that a detailed data-based rating scale is more valid and more useful for diagnostic purposes than the more commonly used impressionistic rating scale.

Reliability And Validity Assessment

Author: Edward G. Carmines
Publisher: SAGE Publications
ISBN: 1452207712
Size: 33.23 MB
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This guide explains how social scientists can evaluate the reliability and validity of empirical measurements, discussing the three basic types of validity: criterion related, content, and construct. In addition, the paper shows how reliability is assessed by the retest method, alternative-forms procedure, split-halves approach, and internal consistency method.

Validation In Language Assessment

Author: Antony John Kunnan
Publisher: Routledge
ISBN: 113649779X
Size: 77.97 MB
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Validation in Language Assessment contributes to the variety of validation approaches and analytical and interpretive techniques only recently adopted by language assessment researchers. Featuring selected papers from the 17th Language Testing Research Colloquium, the volume presents diverse approaches with an international perspective on validation in language assessment.