Challenges in Language Testing Around the World Insights for Language Test Users 1st Edition by Betty Lanteigne 9813342323 9789813342323

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ISBN-10 ‏ : ‎9813342323 

ISBN-13 ‏ : ‎ 9789813342323

Author: Betty Lanteigne 

This book combines insights from language assessment literacy and critical language testing through critical analyses and research about challenges in language assessment around the world. It investigates problematic practices in language testing which are relevant to language test users such as language program directors, testing centers, and language teachers, as well as teachers-in-training in Graduate Diploma and Master of Arts in Applied Linguistics programs. These issues involve aspects of language testing such as test development, test administration, scoring, and interpretation/use of test results. Chapters in this volume discuss insights about language testing policy, testing world languages, developing program-level language tests and tests of specific language skills, and language assessment literacy. In addition, this book identifies two needs in language testing for further examination: the need for collaboration between language test developers, language test users, and language users, and the need to base language tests on real-world language use.

Challenges in Language Testing Around the World: Insights for Language Test Users 1st Table of contents:

1. Introducing Challenges in Language Testing Around the World
Part I. Learning from Language Test Interpretation Problems, Negative Effects, or Misuse
2. Problems Caused by Ignoring Descriptive Statistics in Language Testing
3. Disregarding Data Due Diligence Versus Checking and Communicating Parametric Statistical Testing Procedure Assumptions
4. Washback of the Reformed College English Test Band 4 (CET-4) in English Learning and Teaching in China, and Possible Solutions
5. Fairness in College Entrance Exams in Japan and the Planned Use of External Tests in English
6. (Mis)Use of High-Stakes Standardized Tests for Multiple Purposes in Canada? A Call for an Evidence-Based Approach to Language Testing and Realignment of Instruction
7. Testing in ESP: Approaches and Challenges in Aviation and Maritime English
8. A Conceptual Framework on the Power of Language Tests as Social Practice
9. The Washback Effect of the Vietnam Six-Levels of Foreign Language Proficiency Framework (KNLNNVN): The Case of the English Proficiency Graduation Benchmark in Vietnam
10. Avoiding Scoring Malpractice: Supporting Reliable Scoring of Constructed-Response Items in High-Stakes Exams
11. Score Changes with Repetition of Paper Version(s) of the TOEFL in an Arab Gulf State: A Natural Experiment
Part II. Learning from Tests of World Languages
12. Whose English(es) Are We Assessing and by Whom?
13. Challenges in Developing Standardized Tests for Arabic Reading Comprehension for Secondary Education in the Netherlands
14. The Conflict and Consequences of Two Assessment Measures in Israel: Global PISA vs. the National MEITZAV
15. How to Challenge Prejudice in Assessing the Productive Skills of Speakers of Closely Related Languages (the Case of Slovenia)
Part III. Learning from Program-Level Language Tests
16. EFL Placement Testing in Japan
17. TEFL Test Practices at a Ukrainian University: Summative Test Design Through Teacher Collaboration
18. Designing a Multilingual Large-Scale Placement Test with a Formative Perspective: A Case Study at the University of Grenoble Alpes
19. The Relationship Between English Placement Assessments and an Institution: From Challenge to Innovation for an Intensive English Program in the USA
20. Placement Decisions in Private Language Schools in Iran
21. Perceptions of (Un)Successful PET Results at a Private University in Mexico
Part IV. Learning from Tests of Language Skills
22. Completing the Triangle of Reading Fluency Assessment: Accuracy, Speed, and Prosody
23. (Re)Creating Listening Source Texts for a High-Stakes Standardized English Test at a Vietnamese University: Abandoning the Search in Vain
24. The Oral Standardized English Proficiency Test: Opportunities Provided and Challenges Overcome in an Egyptian Context
25. Opening the Black Box: Exploring Automated Speaking Evaluation
26. Developing a Meaningful Measure of L2 Reading Comprehension for Graduate Programs at a USA Research University: The Role of Primary Stakeholders’ Understanding of the Construct
27. Challenging the Role of Rubrics: Perspectives from a Private University in Lebanon
28. A Mixed-Methods Approach to Study the Effects of Rater Training on the Scoring Validity of Local University High-Stakes Writing Tests in Spain
Part V. Learning from Tests, Teachers, and Language Assessment Literacy
29. A Critical Evaluation of the Language Assessment Literacy of Turkish EFL Teachers: Suggestions for Policy Directions
30. Some Practical Consequences of Quality Issues in CEFR Translations: The Case of Arabic
31. Assessment Literacy and Assessment Practices of Teachers of English in a South-Asian Context: Issues and Possible Washback
32. English Language Testing Practices at the Secondary Level: A Case Study from Bangladesh
33. A New Model for Assessing Classroom-Based English Language Proficiency in the UAE
34. Assessing Teacher Discourse in a Pre-Service Spoken English Proficiency Test in Malta
35. High-Stakes Test Preparation in Iran: The Interplay of Pedagogy, Test Content, and Context
36. Development of a Profile-Based Writing Scale: How Collaboration with Teachers Enhanced Assessment Practice in a Post-Admission ESL Writing Program at a USA University
Part VI. Closing Thoughts
37. Reflecting on Challenges in Language Testing Around the World

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