Language testing and assessment (Part 2)
In Part 1 of this two-part review article (Alderson & Banerjee, 2001), we first addressed issues of washback, ethics, politics and standards. After a discussion of trends in testing on a national level and in testing for specific purposes, we surveyed developments in computer-based testing and t...
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| Veröffentlicht in: | Language teaching 2002-04, Vol.35 (2), p.79-113 |
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| container_title | Language teaching |
| container_volume | 35 |
| creator | Alderson, J Charles Banerjee, Jayanti |
| description | In Part 1 of this two-part review article (Alderson &
Banerjee, 2001), we first addressed issues of washback,
ethics, politics and standards. After a discussion
of trends in testing on a national level and in testing
for specific purposes, we surveyed developments in
computer-based testing and then finally examined
self-assessment, alternative assessment and the assessment
of young learners. In this second part, we begin by discussing recent
theories of construct validity and the theories of
language use that help define the constructs that
we wish to measure through language tests. The
main sections of the second part concentrate on
summarising recent research into the constructs
themselves, in turn addressing reading, listening,
grammatical and lexical abilities, speaking and
writing. Finally we discuss a number of outstanding
issues in the field. |
| doi_str_mv | 10.1017/S0261444802001751 |
| format | Article |
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Banerjee, 2001), we first addressed issues of washback,
ethics, politics and standards. After a discussion
of trends in testing on a national level and in testing
for specific purposes, we surveyed developments in
computer-based testing and then finally examined
self-assessment, alternative assessment and the assessment
of young learners. In this second part, we begin by discussing recent
theories of construct validity and the theories of
language use that help define the constructs that
we wish to measure through language tests. The
main sections of the second part concentrate on
summarising recent research into the constructs
themselves, in turn addressing reading, listening,
grammatical and lexical abilities, speaking and
writing. Finally we discuss a number of outstanding
issues in the field.</description><identifier>ISSN: 0261-4448</identifier><identifier>EISSN: 1475-3049</identifier><identifier>DOI: 10.1017/S0261444802001751</identifier><language>eng</language><publisher>Cambridge, UK: Cambridge University Press</publisher><subject>English for Special Purposes ; Ethics ; Grammatical number ; Language Acquisition ; Language Proficiency ; Language tests ; Language use ; Politics ; Research Methodology ; Self evaluation ; State-of-the-Art Review ; Washback</subject><ispartof>Language teaching, 2002-04, Vol.35 (2), p.79-113</ispartof><rights>2002 Cambridge University Press</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a291t-48ca88595a5d8ba9813b0fbe82d06d4628ed4aeb0ad4179a3826d79b8cfcb883</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S0261444802001751/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>164,314,776,780,27901,27902,55603</link.rule.ids></links><search><creatorcontrib>Alderson, J Charles</creatorcontrib><creatorcontrib>Banerjee, Jayanti</creatorcontrib><title>Language testing and assessment (Part 2)</title><title>Language teaching</title><addtitle>Lang. Teach</addtitle><description>In Part 1 of this two-part review article (Alderson &
Banerjee, 2001), we first addressed issues of washback,
ethics, politics and standards. After a discussion
of trends in testing on a national level and in testing
for specific purposes, we surveyed developments in
computer-based testing and then finally examined
self-assessment, alternative assessment and the assessment
of young learners. In this second part, we begin by discussing recent
theories of construct validity and the theories of
language use that help define the constructs that
we wish to measure through language tests. The
main sections of the second part concentrate on
summarising recent research into the constructs
themselves, in turn addressing reading, listening,
grammatical and lexical abilities, speaking and
writing. Finally we discuss a number of outstanding
issues in the field.</description><subject>English for Special Purposes</subject><subject>Ethics</subject><subject>Grammatical number</subject><subject>Language Acquisition</subject><subject>Language Proficiency</subject><subject>Language tests</subject><subject>Language use</subject><subject>Politics</subject><subject>Research Methodology</subject><subject>Self evaluation</subject><subject>State-of-the-Art Review</subject><subject>Washback</subject><issn>0261-4448</issn><issn>1475-3049</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2002</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>AVQMV</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNp1kE9Lw0AQxRdRsFY_gLfgqR6iO_s_RxVthaIWe19ms5uQatO6m4J-e1Na9CCehmF-b97jEXIO9Aoo6OtXyhQIIQxltN8lHJABCC1zTkVxSAbbc769H5OTlBY9w4HKARlNsa03WIesC6lr2jrD1meYUkhpGdouG71g7DJ2eUqOKnxP4Ww_h2T-cD-_m-TT5_Hj3c00R1ZAlwtTojGykCi9cVgY4I5WLhjmqfJCMRO8wOAoegG6QG6Y8rpwpqxKZwwfkovd23VcfWz6SHax2sS2d7QMtBaUSugh2EFlXKUUQ2XXsVli_LJA7bYO-6eOXpPvNE3qwuePAOObVZpradV4Zm-ZYjOuJvap5_neA5cuNr4Ov0n-d_kGWyNt9Q</recordid><startdate>20020401</startdate><enddate>20020401</enddate><creator>Alderson, J Charles</creator><creator>Banerjee, Jayanti</creator><general>Cambridge University Press</general><scope>BSCLL</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K50</scope><scope>LIQON</scope><scope>M0P</scope><scope>M1D</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20020401</creationdate><title>Language testing and assessment (Part 2)</title><author>Alderson, J Charles ; 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Banerjee, 2001), we first addressed issues of washback,
ethics, politics and standards. After a discussion
of trends in testing on a national level and in testing
for specific purposes, we surveyed developments in
computer-based testing and then finally examined
self-assessment, alternative assessment and the assessment
of young learners. In this second part, we begin by discussing recent
theories of construct validity and the theories of
language use that help define the constructs that
we wish to measure through language tests. The
main sections of the second part concentrate on
summarising recent research into the constructs
themselves, in turn addressing reading, listening,
grammatical and lexical abilities, speaking and
writing. Finally we discuss a number of outstanding
issues in the field.</abstract><cop>Cambridge, UK</cop><pub>Cambridge University Press</pub><doi>10.1017/S0261444802001751</doi><tpages>35</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0261-4448 |
| ispartof | Language teaching, 2002-04, Vol.35 (2), p.79-113 |
| issn | 0261-4448 1475-3049 |
| language | eng |
| recordid | cdi_proquest_journals_217740051 |
| source | Cambridge University Press Journals Complete |
| subjects | English for Special Purposes Ethics Grammatical number Language Acquisition Language Proficiency Language tests Language use Politics Research Methodology Self evaluation State-of-the-Art Review Washback |
| title | Language testing and assessment (Part 2) |
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