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While research into aspects of standardised language tests is
growing, the area of classroom-based language assessment (CBLA) is
still not well-defined and relatively under-researched. Studies
investigating CBLA practices within the ESL/EFL school contexts as
well as the tertiary level have stressed the need for further
research as the picture is not yet complete. The volume aims to
address this challenge by presenting a wide scope of research
interests that discuss theoretical and practical underpinnings of
CBLA. It is also meant to promote the notion of CBLA for a wide
membership of the language teaching and testing community covering
topics that consider both realities and prospects of CBLA in the
assessment world.
This publication is dedicated to the memory of Associate Professor
Pavlos Pavlou, a distinguished language testing and assessment
researcher, ELT practitioner, sociolinguist and esteemed faculty
member at the University of Cyprus. The chapters included in the
volume, written by distinguished scholars, researchers and
practitioners in the field of language testing and assessment, are
papers selected from presentations made at the 1st International
Conference of Language Testing and Assessment (ICLTA), which was
dedicated to Pavlos' memory. The conference was hosted at the
University of Cyprus, Nicosia (3-5 June, 2011;
http://www.iclta2011.com/cms/).
This volume focuses on the principles and practices of second
language assessment while considering its impact on society. Part I
deals with the conceptual foundations of second language
assessment, and Part II addresses the theory and practice of
assessing different second language skills. Part III examines the
challenges and opportunities of second language assessment in a
range of contexts. Part IV examines key issues.
Second language assessment is ubiquitous. It has found its way from
education into questions about access to professions and migration.
This volume focuses on the main debates and research advances in
second language assessment in the last fifty years or so, showing
the influence of linguistics, politics, philosophy, psychology,
sociology, and psychometrics. There are four parts which, when
taken together, address the principles and practices of second
language assessment while considering its impact on society. Read
separately, each part addresses a different aspect of the field.
Part I deals with the conceptual foundations of second language
assessment with chapters on the purposes of assessment, and
standards and frameworks, as well as matters of scoring, quality
assurance, and test validation. Part II addresses the theory and
practice of assessing different second language skills including
aspects like intercultural competence and fluency. Part III
examines the challenges and opportunities of second language
assessment in a range of contexts. In addition to chapters on
second language assessment on a national scale, there are chapters
on learning-oriented assessment, as well as the uses of second
language assessment in the workplace and for migration. Part IV
examines a selection of important issues in the field that deserve
attention. These include the alignment of language examinations to
external frameworks, the increasing use of technology to both
deliver and score second language tests, the responsibilities
associated with assessing test takers with special needs, the
concept of 'voice' in second language assessment, and assessment
literacy for teachers and other test and score users.
Includes chapters on key aspects of second language assessment such
as test construct, diagnosis, exam design, and the growing range of
public policy, social and ethical issues. Each of the contributors
is an expert in their area; some are established names while others
are talented newcomers to the field. The chapters present new
research or perspectives on traditional concerns such as test
quality; fairness and bias; the testing of different language
skills; the needs of different groups of examinees, including
English language learners who need to take content tests in
English; and the use of language assessments for gate-keeping
purposes. This volume represents the best of current practice in
second language assessment, demonstrating how language assessment
is informed by and engages with neighbouring areas of applied
linguistics such as technology and language corpora.
The aim of this volume is to record the resurgent influence of
Language Learning in Translation Studies and the various
contemporary ways in which translation is used in the fields of
Language Teaching and Assessment. It examines the possibilities and
limitations of the interplay between the two disciplines in
attempting to investigate the degree to which recent calls for
reinstating translation in language learning have borne fruit.The
volume accommodates high-quality original submissions that address
a variety of issues from a theoretical as well as an empirical
point of view. The chapters of the volume raise important questions
and demonstrate the beginning of a new era of conscious
epistemological traffic between the two aforementioned disciplines.
The contributors to the volume are academics, researchers and
professionals in the fields of Translation Studies and Language
Teaching and Assessment from various countries and educational
contexts, including the USA, Canada, Taiwan R.O.C., and European
countries such as Belgium, Germany, Greece, Slovenia and Sweden,
and various professional and instructional settings, such as school
sector and graduate, undergraduate and certificate programs. The
contributions approach the interplay between the two disciplines
from various angles, including functional approaches to
translation, contemporary types of translation, and the discursive
interaction between teachers and students.
The need for reliable and valid assessments of translator and
interpreter skills has been widely acknowledged inside and outside
these professions and the (language) testing community. Despite
this agreement, the actual assessments which serve as gatekeepers
for professional translators and interpreters do not always live up
to the expectations. The focus of the volume is on the assessment
of translator and interpreter skills leading to authorization,
accreditation, registration and certification in different
countries of the world. Apart from the description of the different
assessment systems, the chapters shed light on the intricate
social, political and financial issues influencing the choices that
lead to a specific kind of assessment.
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