|
Showing 1 - 6 of
6 matches in All Departments
'This volume addresses a very timely and important topic, and
provides both broad and in-depth coverage of a number of
large-scale English tests in China, including Hong Kong and Taiwan,
and about the Chinese learner.' - Lyle F. Bachman, From the
Foreword
Building on current theoretical and practical frameworks for
English language assessment and testing, this book presents a
comprehensive, up-to-date, relevant picture of English language
assessment for students in China (Mainland China, Hong Kong and
Taiwan) and for Chinese learners of English around the world.
Written by well-recognized international scholars in language
testing, it covers:
- the history of tests and testing systems, issues and
challenges, and current research in China
- both test-designers' and test-users' points of view on test
development and test validation within a range of political,
economical, social, and financial contexts in China
- theoretical/conceptual perspectives on the use of the English
language assessment at different levels, including societal,
university, and schools
- empirical research related specifically to test development,
curricular innovation, and test validation
Given the long history of objective testing and its extensive
use in Chinese society, and considering the sheer number of
students taking various tests in English in China and elsewhere, an
understanding of the impact of English language testing is
essential for anyone involved in testing and assessment issues in
China and elsewhere in the world. This is a must-read volume for
testing and assessment policy makers, curriculum designers,
researchers, ESL/EFL materials writers, graduate students, and
English language teachers/researchers at all levels.
'This volume addresses a very timely and important topic, and
provides both broad and in-depth coverage of a number of
large-scale English tests in China, including Hong Kong and Taiwan,
and about the Chinese learner.' ? Lyle F. Bachman, From the
Foreword
Building on current theoretical and practical frameworks for
English language assessment and testing, this book presents a
comprehensive, up-to-date, relevant picture of English language
assessment for students in China (Mainland China, Hong Kong and
Taiwan) and for Chinese learners of English around the world.
Written by well-recognized international scholars in language
testing, it covers:
- the history of tests and testing systems, issues and
challenges, and current research in China
- both test-designers? and test-users? points of view on test
development and test validation within a range of political,
economical, social, and financial contexts in China
- theoretical/conceptual perspectives on the use of the English
language assessment at different levels, including societal,
university, and schools
- empirical research related specifically to test development,
curricular innovation, and test validation
Given the long history of objective testing and its extensive
use in Chinese society, and considering the sheer number of
students taking various tests in English in China and elsewhere, an
understanding of the impact of English language testing is
essential for anyone involved in testing and assessment issues in
China and elsewhere in the world. This is a must-read volume for
testing and assessment policy makers, curriculum designers,
researchers, ESL/EFL materials writers, graduate students, and
English language teachers/researchers at all levels.
Washback refers to the influence of language testing on teaching
and learning. This volume, at the important intersection of
language testing and teaching practices, presents theoretical,
methodological, and practical guidance for current and future
washback studies.
In the field of language testing, researchers' major interest has
traditionally been focused on issues and solving problems inherent
in tests in order to increase their reliability and validity.
However, the washback effect goes well beyond the test itself to
include factors, such as curriculum, teacher and learner behaviors
inside and outside the classroom, their perceptions of the test,
and how test scores are used. Only recently have researchers
started to empirically investigate the phenomenon of washback. This
volume of such research serves two essential purposes by:
*providing an overview of the complexity of washback and the
various contextual factors entangled within testing, teaching, and
learning; and
*presenting empirical studies from around the world that offer
insights into the effects of washback in specific educational
contexts and models of research on which future studies can be
based.
The extensive use of test scores for various educational and social
purposes in society nowadays makes the washback effect a
high-interest phenomenon in the day-to-day educational activities
of teachers, researchers, program coordinators/directors,
policymakers, and others in the field of education. "Washback in
Language Testing: Research Contexts and Methods" is a valuable
resource for those who are interested in the application of
findings to actual teaching and learning situations or conduct
washbackresearch in their own contexts, including educational and
psychological testing experts, as well as alternative assessment
people in all fields, and for policy- and decision-makers in
educational and testing organizations.
Washback refers to the influence of language testing on teaching
and learning. This volume, at the important intersection of
language testing and teaching practices, presents theoretical,
methodological, and practical guidance for current and future
washback studies.
In the field of language testing, researchers' major interest has
traditionally been focused on issues and solving problems inherent
in tests in order to increase their reliability and validity.
However, the washback effect goes well beyond the test itself to
include factors, such as curriculum, teacher and learner behaviors
inside and outside the classroom, their perceptions of the test,
and how test scores are used. Only recently have researchers
started to empirically investigate the phenomenon of washback. This
volume of such research serves two essential purposes by:
*providing an overview of the complexity of washback and the
various contextual factors entangled within testing, teaching, and
learning; and
*presenting empirical studies from around the world that offer
insights into the effects of washback in specific educational
contexts and models of research on which future studies can be
based.
The extensive use of test scores for various educational and social
purposes in society nowadays makes the washback effect a
high-interest phenomenon in the day-to-day educational activities
of teachers, researchers, program coordinators/directors,
policymakers, and others in the field of education. "Washback in
Language Testing: Research Contexts and Methods" is a valuable
resource for those who are interested in the application of
findings to actual teaching and learning situations or conduct
washbackresearch in their own contexts, including educational and
psychological testing experts, as well as alternative assessment
people in all fields, and for policy- and decision-makers in
educational and testing organizations.
Despite persistent assertions of washback (the influence of testing
on teaching and learning) limited research studies have been
undertaken on the subject. Even fewer studies have made use of
quantitative and qualitative methods to examine washback. This
book, at the intersection of language testing and teaching
practices/programs, investigates the impact of the introduction of
the 1996 Hong Kong Certificate of Education in English, a
high-stakes public examination, on classroom teaching and learning
in Hong Kong secondary schools. The washback effect was observed
initially at the macro level, including different parties within
the Hong Kong educational context, and subsequently at the micro
level, in terms of the classroom, including aspects of teachers'
attitudes, teaching content and classroom interactions. Further,
the book offers insights into the concept that a test can be used
as a change agent to encourage innovation in the classroom.
This book makes a unique contribution to classroom assessment
literature, linking teacher-friendly examples to scholarly work and
current research in the field, and providing comprehensive,
hands-on information on core concepts in accessible terms. Examples
of real activities and questions for reflection and discussion aim
to enrich understanding.
|
You may like...
The High Notes
Danielle Steel
Paperback
R340
R266
Discovery Miles 2 660
|