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This volume explores the use of summary tasks as an effective means
of assessing reading comprehension ability. It reports on a series
of empirical studies that investigated the development and
trialling of text-removed summary completion tasks and discusses
the correlation of these tasks with results from independent
measures to validate text-removed summary completion as a measure
of reading comprehension ability.
This volume examines the nature of second language listening
proficiency and how it can be assessed. 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 operationalises a
comprehensive test validation framework which adopts a
socio-cognitive perspective. The framework embraces six core
components, examining and then analysing Cambridge ESOL listening
tasks from the following perspectives: Test Taker; Cognitive
Validity; Context Validity; Scoring Validity; Criterion-related
Validity; and Consequential Validity.
This volume reports research that informs the development of
reading and listening assessment in IELTS. This volume brings
together a set of eight IELTS-related research studies - four on
reading and four on listening - conducted between 2005 and 2010.
Findings from these studies provide valuable evidence on the
validity, reliability, impact and practicality of the IELTS test;
they are also instrumental in highlighting aspects needing
attention, and thus directly inform the continuing evolution of the
IELTS reading and listening tests. The volume reviews and comments
on the specific contribution of each study to the ongoing process
of IELTS reading and listening test design and development.
Language Testing Matters explores the social and educational impact
of language testing and assessment at regional, national and
international level. It brings together a collection of 20 edited
papers based on proceedings of the 2008 ALTE Conference in
Cambridge. The selected papers focus on three core strands
addressed during the conference: new perspectives on testing for
specific purposes; insights on testing policy and practice in the
context of language teaching and learning in different parts of the
world; reflections on the impact of testing among differing
stakeholder groups. With its broad coverage of key issues,
combining theoretical insights and practical advice, this volume is
a valuable reference work for academics, employers and
policy-makers in Europe and beyond. It is also a useful resource
for postgraduate students of language testing, for practitioners,
and anyone else seeking a better understanding of the social and
educational impact of language assessment.
This edited volume develops a theoretical framework for validating
tests of second language ability. The chapter authors show how an
understanding and analysis of the framework and its components can
assist test developers to operationalise their tests more
effectively, especially in relation to the key criteria that
differentiate one proficiency level from another. The book provides
an up-to-date review of the relevant literature on assessing
speaking, an accessible and systematic description of the different
proficiency levels in second language speaking and a comprehensive
and coherent basis for validating tests of speaking. It will be of
considerable interest to examination boards who wish to validate
their own speaking tests in a systematic and coherent manner, as
well as to academic researchers and graduate students in the field
of language assessment more generally.
This Studies in Language Testing volume explores the impact of
multilingualism on language assessment. It considers ways of
describing and comparing language qualifications to establish
common levels of proficiency, balancing the need to set common
standards and at the same time sustain linguistic diversity. Three
broad themes are explored. Quality and diversity are addressed via
avenues such as the quality of examinations and codes of practice,
as well as the research on impact in various state certification
projects. In relation to ethics and diversity, several papers focus
on the complex relationships between linguistic identity and
diversity on one hand, and immigration and citizenship policy on
the other, as assessment increasingly interfaces with language
proficiency requirements for citizenship and for active
participation of newcomers in social, occupational and democratic
processes. Transparency and diversity are examined through the
relationship of examinations to the Common European Framework from
a number of different perspectives.
This volume brings together a set of ten IELTS-related research
studies - four on Speaking and six on Writing - conducted between
1995 and 2001. The ten studies were funded under the auspices of
the British Council/IELTS Australia Joint-funded Research Program
which promotes research activity among IELTS test stakeholders
around the world. Findings from the studies provided valuable
evidence on the validity, reliability, impact and practicality of
the IELTS test; they were also instrumental in highlighting aspects
needing attention, and so directly informed the revised design and
implementation of the IELTS Speaking and Writing Modules introduced
in 2001 and 2005. The volume reviews and comments on the specific
contribution of each study to the ongoing process of IELTS speaking
and writing test development; it also evaluates the range of
research methodologies used in the projects and discusses their
usefulness for researchers working in the broader field of
performance assessment.
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