About the Book
Validation in Language Assessment contributes to the variety of validation approaches and analytical and interpretive techniques only recently adopted by language assessment researchers. Featuring selected papers from the 17th Language Testing Research Colloquium, the volume presents diverse approaches with an international perspective on validation in language assessment.
Table of Contents:
Contents: L. Bachman, Foreword. A.J. Kunnan, Preface. Approaches to Validation in Language Assessment. Part I:Test Development and Test Taking Process.D.M. Kenyon, An Investigation of the Validity of the Demands of Task on Performance-Based Tests of Oral Proficiency. J. Read, Validating the Word Associates Format as a Measure of Depth of Vocabulary Knowledge. R. Fortus, R. Coriat, S. Ford, Prediction of Item Difficulty in the English Section of the Israeli Psychometric Entrance Test. G. Wigglesworth, The Effect of Planning Time on Second Language Test Discourse. Part II:Test Taker Characteristics and Feedback.J.E. Purpura, The Development and Construct Validation of an Instrument Designed to Investigate Selected Cognitive Background Characteristics of Test Takers. C. Clapham, The Effect of Language Proficiency and Background Knowledge on EAP Students' Reading Comprehension. A. Ginther, J. Stevens, Language Background, Ethnicity, and the Internal Construct Validity of the Advanced Placement Spanish Language Examination. A. Brown, N. Iwashita, The Role of Language Background in the Validation of a Computer-Adaptive Test. K. Hill, The Effect of Test Taker Characteristics on Reactions to and Performance on an Oral English Proficiency Test. B. Norton, P. Stein, Why the "Monkeys Passage" Bombed: Tests, Genres, and Teaching. Part III:Perspectives on Validation Research.L. Hamp-Lyons, B.K. Lynch, Perspectives on Validity: An Historical Analysis of Conference Presentations.
Review :
"The Handbook on Measurement, Assessment and Evaluation in Higher Education is coming out at a precarious and important moment in the history of American higher education--and, as a result, will become a critical resource to higher education leaders and assessment and teaching and learning practitioners. The fields of assessment, evaluation, and educational measurement continue to mature and, as a result, if used wisely, can dramatically improve educational outcomes. At the same time, higher education institutions are under enormous pressure from outside constituents to demonstrate their value to their students and to taxpayers and members of the public. The analysis and advice offered in this handbook will be extremely valuable as educational leaders work to respond to calls for greater accountability and work to improve their institution's ability to use assessment data to improve programs." -Debra Humphreys, Vice President for Communications and Public Affairs, Association of American Colleges and Universities "This Handbook provides a comprehensive and practical synthesis of the methods used to measure and improve higher education at every level. Pressures for accountability and accreditation have forced colleges and universities to devote greater analytical attention to measuring goal attainment, evaluating academic programs and student services, and assessing student learning outcomes. Drawing upon an impressive array of contributors from diverse disciplinary perspectives, Secolsky and Denison have assembled chapters that, in the aggregate, represent the best of what we know about measuring, assessing, and evaluating our institutions, programs, and students. Thus, the volume deserves frequent reference and space on the book shelf of every researcher, campus administrator, faculty member, and higher education policy maker." -J. Fredericks Volkwein, Professor Emeritus of Education, Pennsylvania State University "This is a timely and important book. At a moment in our history when public problems are commonly reduced to oversimplifications that make them harder, not easier, to resolve, this brave new text by Secolsky and Denison presents -- in a highly accessible way -- the full complement of factors in higher education that need to be considered in evaluating student learning outcomes. The authors have produced an intelligent, complete, authoritative, realistic and useful piece of work that may well be a model for evaluating complex social issues generally." -Eleanor Chelimsky, Former Director of Program Evaluation, U.S. Government Accountability Office "A working knowledge of measuring collegiate learning and evaluating academic effectiveness is as indispensable for today's university administrator as reading a budget. For the scholar of English literature or the chemist thrust into the role of Dean, accreditation site visitor, or assessment committee chair, this volume delivers the basics of this vast field in a manner that is easy to grasp and apply. Keep it handy." -Peter Ewell, Vice President of the National Center For Higher Education Management Systems
