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eBook Examining Writing: Research and Practice in Assessing Second Language Writing (Studies in Language Testing) download

by Stuart D. Shaw

eBook Examining Writing: Research and Practice in Assessing Second Language Writing (Studies in Language Testing) download ISBN: 0521692938
Author: Stuart D. Shaw
Publisher: Cambridge University Press (September 24, 2007)
Language: English
Pages: 360
ePub: 1308 kb
Fb2: 1502 kb
Rating: 4.4
Other formats: txt rtf lrf docx
Category: Reference
Subcategory: Foreign Language Study and Reference

there is a significant dearth of books focussing on L2 writing assessment compared to the recent53. book is valuable for that reason, and also for the unifying thread that runs through it of attention to55. that considerable work has been put into ensuring that the writing tests at the various levels are99. as fair as is possible in large-scale conditions.

Issues in Computer-adaptive Testing of Reading Proficiency Micheline Chalhoub-Deville.

The book highlights the need for test developers to provide a clear explication of the ability constructs which underpin the tests they offer in the public domain. This is increasingly necessary if claims about the validity of test score interpretation and use are to be supported both logically and with empirical evidence.

It examines Cambridge ESOL writing tasks from the following perspectives .

It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event.

This publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required, if the validity of test score interpretation. An explanation is increasingly required, if the validity of test score interpretation and use are to be supported both logically, and with empirical evidence.

Stuart Shaw and Cyril Weir. Cambridge: Cambridge University Press, 2007.

Cambridge: UCLES/Cambridge University Press. Stricker, L. & Rock, D. (2008).

The only shortcoming is that the assessing in the title is a little misleading because the subject matter does not go beyond testing

Publisher: Cambridge: Cambridge University Press. The only shortcoming is that the assessing in the title is a little misleading because the subject matter does not go beyond testing. There are reliable alternatives to formal testing, which in the case of young learners especially are arguably more valid (see McKay, 2006), so it is a shame that space does not allow assessment to be addressed more fully.

This publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required, if the validity of test score interpretation and use are to be supported both logically, and with empirical evidence. The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can assist test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across test levels.