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Language Testing and Validation
 
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Language Testing and Validation
An Evidence-Based Approach
 
 
Palgrave Macmillan
 
 
 
 
 
23 Nov 2004
|
£87.00
|Hardback Print on Demand
  
9781403911889
||
 
 
22 Nov 2004
|
£23.99
|Paperback Print on Demand
  
9781403911896
||
 
 
eBooks ebook on Palgrave Connect ebook available via library subscriptions ebook on ebooks.com 
 
 


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DescriptionContentsAuthors

Cyril Weir provides an innovative approach to language testing which is comprehensive and accessible to MA students in Applied Linguistics, TESOL and EFL, and to practising language teachers.

Teachers need a framework of questions to enable them to interpret scores on tests accurately, Students' motivation, progress and life chances may be greatly affected by their language examination results. This innovative evidence-based approach offers teachers a solid theoretical and practical base which will empower them critically to evaluate both their own tests devised for the classroom and those provided by Examination Boards.

Part 1 maps out the types of validation evidence needed to give confidence that the results of performance on a test provide an accurate picture of the underlying abilities or constructs that are being measured.

Part 2 examines real examples and procedures taken from tests around the world and provides an evidence-based validity framwork for asking questions of any exam or form of assessment.

In Part 3 a number of research activities, large and small-scale, are suggested for generating data on whether a test matches up to the various criteria in the framework. This will be particularly useful to MA/professional teaching students undertaking researrh as part of their studies, or to practising teachers keen to put the framework into action.

Part 4 backs up the discussion of research and practice with information on key electronic and paper-based resources.


Description

Cyril Weir provides an innovative approach to language testing which is comprehensive and accessible to MA students in Applied Linguistics, TESOL and EFL, and to practising language teachers.

Teachers need a framework of questions to enable them to interpret scores on tests accurately, Students' motivation, progress and life chances may be greatly affected by their language examination results. This innovative evidence-based approach offers teachers a solid theoretical and practical base which will empower them critically to evaluate both their own tests devised for the classroom and those provided by Examination Boards.

Part 1 maps out the types of validation evidence needed to give confidence that the results of performance on a test provide an accurate picture of the underlying abilities or constructs that are being measured.

Part 2 examines real examples and procedures taken from tests around the world and provides an evidence-based validity framwork for asking questions of any exam or form of assessment.

In Part 3 a number of research activities, large and small-scale, are suggested for generating data on whether a test matches up to the various criteria in the framework. This will be particularly useful to MA/professional teaching students undertaking researrh as part of their studies, or to practising teachers keen to put the framework into action.

Part 4 backs up the discussion of research and practice with information on key electronic and paper-based resources.


Contents

PART 1: TESTING AS VALIDITY EVIDENCE
Introduction
Language Testing Past and Present
The Nature of Test Validity
Before the Test Event
After the Test Event
PART 2: NEW FRAMEWORKS FOR DEVELOPING AND VALIDATING TESTS OF READING, LISTENING, SPEAKING AND WRITING
Test Takers
Context Validity in Action
Theory Based Validity in Action
Response Formats
Scoring Validity in Action
External Validity in Action
PART 3: GENERATING VALIDITY EVIDENCE
Research Methodologies for Exploring the Validity of a Test
PART 4: FURTHER RESOURCES IN LANGUAGE TESTING
Key Sources
References
Index


Authors

CYRIL WEIR is Powdrill Professor of English Language Acquisition and Director of the Centre for Research in English Language Learning and Assessment at the University of Luton, UK. He has taught and provided consultancy in language testing, evaluation and curriculum renewal in over fifty countries worldwide. He has published widely in the fields of testing and evaluation. His books include Communicative Language Testing and Understanding and Developing Language Tests. Also as Co-Author, Reading in a Second Language and Evaluation in ELT. He is on the editorial board of Language Assessment Quarterly.