- Weir, C. (1993). Understanding and developing language tests. London: Prentice Hall International.
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- Chapelle, C. A., & Douglas, D. (2010). Assessing language through computer technology. Beijing: Foreign Language Teaching and Research Press.
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摘要:In 1998 and 1999, three of the largest providers of educational tests introduced computer-based versions of proficiency tests for English as a foreign language. Around the same time, many institutions began to offer Web-based tests for particular language courses and classes. These two phenomena have greatly added to the momentum of work in computer-assisted testing and mean that assessment through computer technology is becoming a fact for language learners in educational settings and therefore for teachers and researchers. This book is the first to consider the theoretical, methodological and practical issues and their implications for language-teaching professionals wishing to engage with computer-assisted assessment. It overviews the work in the field, evaluates examples of assessment though computer technology, and provides language teachers and researchers with practical guidelines for implementation.
- Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge: Cambridge University Press.
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摘要:Computer Applications in Second Language Acquisition explores computer applications in second language acquisition by reviewing and interpreting research and development in three areas: computer-assisted second language learning, computer-assisted second language assessment, and computer-assisted second language research - addressing issues such as effective use of software in language teaching, values and limitations of computer-assisted testing, and the study of second language development with interactive computer programs. It offers a unique view of the topic by examining computer applications through perspectives from applied linguistics; it identifies cross-disciplinary work relevant to software development, use, and evaluation; and it suggests critical research directions. This is the first single volume on computer applications in the field which includes issues in teaching, assessment, and SLA research, and which treats evaluation extensively.
- Schumacker, R., & Lomax, R. (2010). A beginners guide to SEM (3rd Ed.). New York: Routledge.
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摘要:This best-seller introduces readers to structural equation modeling (SEM) so they can conduct their own analysis and critique related research. Noted for its accessible, applied approach, chapters cover basic concepts and practices and computer input/output from the free student version of Lisrel 8.8 in the examples. Each chapter features an outline, key concepts, a summary, numerous examples from a variety of disciplines, tables, and figures, including path diagrams, to assist with conceptual understanding.
The book first reviews the basics of SEM, data entry/editing, and correlation. Next the authors highlight the basic steps of SEM: model specification, identification, estimation, testing, and modification, followed by issues related to model fit and power and sample size. Chapters 6 through 10 follow the steps of modeling using regression, path, confirmatory factor, and structural equation models. Next readers find a chapter on reporting SEM research including a checklist to guide decision-making, followed by one on model validation. Chapters 13 through 16 provide examples of various SEM model applications. The book concludes with the matrix approach to SEM using examples from previous chapters.
- Raykov, T., & Marcoulides, G. (2006). A first course in SEM (2nd Ed.). New Jersey: Laurence Erlbaum.
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摘要:In this book, authors Tenko Raykov and George A. Marcoulides introduce students to the basics of structural equation modeling (SEM) through a conceptual, nonmathematical approach. For ease of understanding, the few mathematical formulas presented are used in a conceptual or illustrative nature, rather than a computational one.
Featuring examples from EQS, LISREL, and Mplus, A First Course in Structural Equation Modeling is an excellent beginner’s guide to learning how to set up input files to fit the most commonly used types of structural equation models with these programs. The basic ideas and methods for conducting SEM are independent of any particular software.
Highlights of the Second Edition include:
• Review of latent change (growth) analysis models at an introductory level
• Coverage of the popular Mplus program
• Updated examples of LISREL and EQS
• A CD that contains all of the text’s LISREL, EQS, and Mplus examples.
A First Course in Structural Equation Modeling is intended as an introductory book for students and researchers in psychology, education, business, medicine, and other applied social, behavioral, and health sciences with limited or no previous exposure to SEM. A prerequisite of basic statistics through regression analysis is recommended. The book frequently draws parallels between SEM and regression, making this prior knowledge helpful.
- Wright, B. D., & Mark, H. S. (1979). Best test design. Illinois: Mesa Press.
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- Baker, F. B. (2001). The basics of item response theory (2nd Ed.). Washington: ERIC Clearinghouse on Assessment and Evaluation.
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摘要:This book was previously published by Heinemann, ISBN 0-435-080040). From Publisher's Note: "When Frank Baker wrote his classic 'The Basics of Item Response Theory' in 1985, the field of educational assessment was dominated by classical test theory based on test scores. Item response theory was an upstart whose popular acceptance lagged in part because the underlying statistical calculations were quite complex.... Much has changed since 1985. IRT now powers the work of major U.S. test publishers and is used as the basis for developing the National Assessment of educational Progress, as well as numerous state and local tests. Given its widespread acceptance, test administrators need a basic understanding of the IRT model, which this simple, well-written gem provides. We're pleased to bring it back into the public eye. "The text itself required very little updating; however, we've appended an extensive annotated list of recommended readings and Web resources. We've also updated Baker's software for the Internet [web address provided in book] to provide a new generation of readers with an interactive opportunity to explore the theory."
- Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. London: Longman.
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摘要:The Power of Tests applies a critical perspective of language tests by examining their uses and consequences in education and society and by viewing tests not as isolated events but rather as embedded in social, educational and political contexts.
- McNamara, T., & Roever, C. (2006). Language testing: The social dimension. London: Wiley-Blackwell.
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摘要:This volume focuses on the social aspects of language testing, including assessment of socially situated language use and societal consequences of language tests. The authors argue that traditional approaches to ensuring social fairness in tests go some way to addressing social concerns, but a broader perspective is necessary to examine the functions of tests on a societal scale.
Considers these issues in relation to language assessment in oral proficiency interviews, and to the assessment of second language pragmatics.
Argues that traditional approaches to ensuring social fairness in tests go some way to addressing social concerns, but a broader perspective is necessary if we are to fully understand the social dimension of language assessment.
- Green, A. (2007). IELTS washback in context: Preparation for academic writing in higher education. Cambridge: Cambridge University Press.
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摘要:The International English Language Testing System (IELTS) plays a key role in international student access to universities around the world. Although IELTS includes a direct test of writing, it has been suggested that test preparation may hinder international students from acquiring academic literacy skills required for university study. This study investigates the washback of the IELTS Writing test on English for Academic Purposes (EAP) provision.
- Cheng, L., Watanabe, Y., & Curtis, A. (Eds.) (2003). Washback in language testing: Research contexts and methods. New Jersey: Laurence Erlbaum.
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摘要:"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 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.
- Purpura, J. E. (1999). Learner strategy use and performance on language tests: A structural equation modeling approach. London: Cambridge University Press.
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摘要:Learner Strategy Use and Performance on Language Tests investigates the relationships between learner strategy use and performance on second language tests. To this effect, it examines the construct validity of two questionnaires, designed within a model of human information processing, that purport to measure testakers' self-reported cognitive and metacognitive strategy use. It then examines the construct validity of the FCE Anchor test, developed by the University of Cambridge Local Examinations Syndicate, to measure second language proficiency. It is a useful resource for those interested in understanding the effects of strategy use on performance, for those interested in training students to use strategies in language classrooms and for those interested in using structural equation modelling as an analytic tool for examining the effects of socio-psychological background variables on performance.
- McNamara, T. (1996). Measuring second language performance. London: Longman.
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摘要:Performance assessment is increasingly important in education and training, with its focus on the ever growing requirement to demonstrate ability in practical communication skills. Yet many fundamental problems in performance based assessment still remain. This book provides a critical examination of the practice and theory behind performance based assessment in the context of second language learning. It also offers the first comprehensive presentation of a new measurement approach - Rasch Measurement, which enables investigation of aspects of performance setting (rater and task characteristics for example) to determine their effect on the scores awarded to candidates and to manage this variability fairly.
- Douglas, D. (2000). Assessing languages for specific purposes. Cambridge: Cambridge University Press.
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摘要:This book is essential reading for anyone interested in evaluating languages for specific purposes (LSP).
- Clapham, C. (1996). The development of IELTS: A study of the effect of background knowledge on reading comprehension. Cambridge: Cambridge University Press.
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摘要:This book studies the effect of background knowledge on reading comprehension and investigates the claim from the field of English for Specific Purposes (ESP) that tertiary level students for whom English is a second language should be given reading proficiency tests in their own academic subject areas. The volume includes a comprehensive overview of recent research into reading, in both a first and second language, an account of the development of the reading subtests for IELTS, a full description of the pilot and main phases of the empirical study, a discussion of the relative importance of language proficiency and background knowledge in reading comprehension, consideration of the study's implications for future test construction and research into reading.
- Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. London: Palgrave Macmillan.
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摘要:The book overviews a wide range of vocabulary research methodologies, and offers practical advice on how to carry out valid and reliable research on first and second language vocabulary. It includes a Resources section which outlines the lexical tests, corpora, software, internet sites, and other resources available to vocabulary researchers.
- Daller, H., Milton, J., & Treffers-Daller, J. (Eds.) (2007). Modelling and assessing vocabulary knowledge. Cambridge: Cambridge University Press.
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摘要:Over the last 20 years vocabulary research has grown from a Cinderella subject to a position of some importance. Vocabulary is now considered integral to just about every aspect of language knowledge and is a lively and vital area of research and innovation. With this development have come standard and widely-used tests, such as vocabulary size and lexical richness measures, and commonly accepted metaphors, such as the mental lexicon as a web of words. Less widely known outside academic circles, however, is the extensive work on learners' lexis and the utility, reliability and validity of the tests we use to measure and investigate it. This volume brings together contributions from internationally-renowned researchers in this field to explain much of the background to study in this area. It introduces to a wider audience the concerns, the newest approaches and developments in the field of vocabulary research and testing.
- Read, J. (2010). Assessing vocabulary. Beijing: Foreign Language Teaching and Research Press.
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摘要:This volume presents a framework that expands the traditional concept of a vocabulary test to cover a range of procedures for assessing the vocabulary knowledge of second language learners.
- Luoma, S. (2010). Assessing speaking. Beijing: Foreign Language Teaching and Research Press.
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摘要:Speaking is a central yet complex area of language acquisition. The assessment of this crucial skill is equally complex. This book takes teachers and language testers through the research on the assessment of speaking as well as through current tests of speaking. The book then guides language testers through the stages of test tasks, rating practices and design.
- Fulcher, G. (2003). Testing second language speaking. London: Longman.
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摘要:This title brings together in one volume a comprehensive account and critical analysis of testing second language speaking. It contains a wealth of examples including task types that are commonly used in speaking tests, approaches to researching speaking tests, and specific methodologies that teachers, students and test developers may use in their own projects. Annotated examples are presented to enhance understanding of practical testing projects.