Useful Assessment and Evaluation in Language Education: (Georgetown University Round Table on Languages and Linguistics series)

The specific—and varied—ways in which assessment and evaluation can impact learning and teaching have become an important language education research concern, particularly as educators are increasingly called on to implement these processes for improvement, accountability, or curricular development purposes. Useful Assessment and Evaluation in Language Education showcases contemporary research that explores innovative uses of assessment and evaluation in a variety of educational contexts. Divided into three parts, this volume first examines theoretical considerations and practical implementations of assessment conducted for the purpose of enhancing and developing language learning. Part 2 addresses novel assessment development and implementation projects, such as the formative use of task-based assessments, technology-mediated language performance assessment, validation of educational placement tests for immigrant learners, and the use of assessment to help identify neurolinguistic correlates of proficiency. The final section of the book highlights examples of argument-based approaches to assessment and evaluation validation, extending this critical framework to quality assurance efforts in new domains. Adding to research on traditional and conventional uses of testing and evaluation in language education, this volume captures innovative trends in assessment and evaluation practice that explicitly aim to better inform and enhance language teaching and learning.

Table of Contents:
Preface John McE. Davis Part 1. Connecting Assessment, Learners, and Learning 1. Developing Students' Self-Assessment Skills: The Role of the Teacher Richard Kiely 2. Young Learners' Processes and Rationales for Responding to Self-Assessment Items: Cases of Generic Can-Do and Five-Point, Likert-Type Formats Yuko Goto Butler 3. The Impact of Self-Assessment on Learning and Teaching in Technology-Mediated Language Education: User Perceptions of the Teletandem Tracking Sheet Viviane Bagio Furtoso and Michael J. Ferreira 4. An Integrated Approach to Foreign Language Instruction and Assessment Keiko Koda and Junko Yamashita 5. Using Assessment to Promote Learning: Clarifying Constructs, Theories, and Practices Constant Leung, Chris Davison, Martin East, Michael Evans, Yongcan Liu, Liz Hamp-Lyons, and James E. Purpura Part 2. Innovating, Framing, and Exploring Assessment in Language Education 6. Linguistic Correlates of Proficiency (LCP): At the Intersection of Testing and Teaching Svetlana V. Cook, Shauna J. Sweet, Alia Lancaster, Nicholas B. Pandza, Scott R. Jackson, Eric Pelzl, Kira Gor, and Catherine J. Doughty 7. Face-to-Face Speaking Assessment in the Digital Age: Interactive Speaking Tasks Online Larry Davis, Veronika Timpe-Laughlin, Lin Gu, and Gary Ockey 8. Task-Based Language Assessment for L1 and L2 Speakers in Primary Education: Designing a Useful Task-Specification Framework Koen Van Gorp 9. Predicting Placement Accuracy and Language Outcomes in Immigrants' L2 Finnish Education Taina Tammelin-Laine, Ari Huhta, Reeta Neittaanmaki, Tuija Hirvela, Sari Ohranen, and Elina Stordell Part 3. Validity Evaluation 10. University Entrance Language Tests: Examining Assumed Equivalence Bart Deygers 11. Addressing Consequences and Validity during Test Design and Development: Implementing the CAL Validation Framework Justin Kelly, Jennifer Renn, and Jennifer Norton 12 Using a Validation Framework as a Guide for Planning Analyses and Collecting Information in Preoperational and Operational Testing Chih-Kai Lin and David MacGregor 13. Addressing Diversity in CALL Evaluation through Arguments and Theory-of-Action Jim Ranalli 14. Validating Assessments for Meaning and Usefulness Michael T. Kane List of Editors and Contributors Index