Hostname: page-component-8448b6f56d-42gr6 Total loading time: 0 Render date: 2024-04-23T06:00:55.040Z Has data issue: false hasContentIssue false
  • English
  • Français

DEVELOPING ASSESSMENT LITERACY

Published online by Cambridge University Press:  01 March 2009

Lynda Taylor
Get access Rights & Permissions [Opens in a new window]

Abstract

Language testing and assessment have moved center stage in recent years, whether for educational, employment, or sociopolitical reasons. More and more people are involved in developing tests and using test score outcomes, though often without a background or training in assessment to equip them adequately for this role. Simultaneously, increasing professionalization of the field has led to the generation of standards, ethical codes, and guidelines for good testing practice. Although these can help make assessment practices more transparent and accessible to a wider constituency, they also risk promoting a view of language testing as highly technical and specialized–best left to experts. These trends have implications for both policy and practice. This article reviews efforts to promote understanding of assessment within the field of applied linguistics and within education and society more broadly. The role of professional associations, academic institutions, and commercial organizations in developing assessment literacy is considered, as well as the contribution of published material and other types of training resources. This article reflects on how the international language testing community can encourage the sharing of the core knowledge, skills, and understanding that underpin good quality assessment as widely and accessibly for the benefit of all.

Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 29 , March 2009 , pp. 21 - 36
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ANNOTATED REFERENCES

McNamara, T., & Roever, C. (2006). Language testing: The social dimension. Malden, MA, and Oxford, England: Blackwell.Google Scholar
25th anniversary issue. (2008, July). Language Testing, 25 (3). Sage.Google Scholar
Shohamy, E., & Hornberger, N. (2008). (Eds.). Encyclopedia of language and education (2nd ed.): Vol. 7. Language testing and assessment. New York: Springer Science+Business Media.Google Scholar

OTHER REFERENCES

AERA/APA/NCME. (1999). Standards for educational and psychological testing. Washington, DC: Author.Google Scholar
Alderson, J. C. (2000). Assessing reading. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
Alderson, J. C., & Wall, D. (Eds.). (1996). Special issue on washback. Language Testing, 13 (3).Google Scholar
Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge, England: Cambridge University Press.Google Scholar
Allen, P., & Davies, A. (Eds.). (1977). The Edinburgh course in applied linguistics: Vol. 4. Testing and experimental methods. Oxford, England: Oxford University Press.Google Scholar
ALTE Members. (1998). Multilingual glossary of language testing terms. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Assessment Reform Group. (2002). Assessment for learning: 10 principles. Retrieved November 4, 2008, from http://k1.ioe.ac.uk/tlrp/arg/CIE3.PDFGoogle Scholar
Association of Language Testers in Europe (ALTE). (1994). Code of practice. Retrieved November 5, 2008, from http://www.alte.org/quality_assurance/index.phpGoogle Scholar
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford, England: Oxford University Press.Google Scholar
Bachman, L. F. (2000). What, if any, are the limits of our responsibility for fairness in testing? In Kunnan, A. J. (Ed.), Fairness and validation in language assessment. Selected papers from the 19th LTRC, Orlando, Florida (pp. 39–41). Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Bachman, L. F., & Palmer, A. (1996). Language testing in practice. Oxford, England: Oxford University Press.Google Scholar
Bailey, K. M., & Brown, J. D. (1995). Language testing courses. What are they? In Cumming, A. & Berwick, R. (Eds.), Validation in language testing (pp. 236–256). Clevedon, UK: Multilingual Matters.Google Scholar
Bailey, K. M., & Brown, J. D. (2008). Language testing courses: What are they in 2007? Language Testing, 25 (3), 349–383.Google Scholar
Brown, J. D., & Hudson, T. (2002). Criterion-referenced language testing. Cambridge, England: Cambridge University Press.Google Scholar
Buck, G. (2001). Assessing listening. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
Carroll, B. J. (1980). Testing communicative performance. Oxford, England: Pergamon.Google Scholar
Carroll, J. B. (1961). Fundamental considerations in testing for English language proficiency of foreign students. In Testing the English proficiency of foreign students (pp. 30–40). Washington, DC: Center for Applied Linguistics.Google Scholar
Carroll, B. J., & Hall, P. (1985). Make your own language tests: A practical guide to writing language performance tests. Oxford, England: Pergamon.Google Scholar
Chapelle, C., & Douglas, D. (2006). Assessing language through computer technology. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
Cheng, L. (2005). Changing language teaching through language testing: A washback study. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Cheng, L., Watanabe, Y., & Curtis, A. (Eds.). (2004). Washback in language testing: Research contexts and methods. London: Erlbaum.CrossRefGoogle Scholar
Code of Fair Testing Practices in Education. (2004). Washington, DC: Joint Committee on Testing Practices.Google Scholar
Cohen, A. (1994). Assessing language ability in the classroom (2nd ed.). Boston, MA: Heinle and Heinle.Google Scholar
Davidson, F., & Lynch, B. (2002) Testcraft: A teacher's guide to writing and using language test specifications. New Haven, CT, and London: Yale University Press.Google Scholar
Davies, A. (1990). Principles of language testing. Oxford, England: Blackwell.Google Scholar
Davies, A. (2008a). Textbook trends in teaching language testing. Language Testing, 25 (3), 327–347.CrossRefGoogle Scholar
Davies, A. (2008b). Assessing academic English: Testing English proficiency 1950–1989–The IELTS solution. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Davies, A., Brown, A., Elder, C., Hill, K., Lumley, T., & McNamara, T. (1999). Dictionary of language testing. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Douglas, D. (2000). Assessing languages for specific purposes. Cambridge, England: Cambridge University Press.Google Scholar
Downing, S. M., & Haladyna, T. M. (Eds.). (2006). Handbook of test development. New York: Routledge.Google Scholar
European Association for Language Testing and Assessment (EALTA). (2006). Guidelines for good practice in language testing and assessment. Retrieved November 4, 2008, from http://www.ealta.eu.org/guidelines.htmGoogle Scholar
Fox, J. (2008). Alternative assessment. In Shohamy, E. & Hornberger, N. (Eds.), Encyclopedia of language and education (2nd ed.): Vol. 7. Language testing and assessment (pp. 97–109). New York: Springer Science+Business Media.Google Scholar
Fulcher, G. (2003). Testing second language speaking. London: Longman.Google Scholar
Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. London: Routledge.Google Scholar
Fulcher, G., & Thrasher, R. (1999/2000). Video FAQs: Introducing topics in language testing. Retrieved November 4, 2008, from http://iltaonline.com/index.php?option=com_weblinks&catid=14&Itemid=23Google Scholar
Green, A. (2007). IELTS washback in context: Preparation for academic writing in higher education. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Hamp-Lyons, L. (2008). Best practice in writing assessment. In Taylor, L. & Weir, C. J. (Eds.), Multilingualism and assessment: Achieving transparency, assuring quality, sustaining diversity. Proceedings of the ALTE Berlin Conference May 2005 (pp. 321–335). Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Harris, D. (1969). Testing English as a second language. New York: McGraw-Hill.Google Scholar
Hawkey, R. (2004). A modular approach to testing English language skills: The development of the certificates in English language skills (CELS) examinations. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Hawkey, R. (2006). Impact theory and practice: Studies of the IELTS test and Progetto Lingue 2000. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Hawkey, R. (2009). Examining FCE and CAE: Key issues and recurring themes in developing the First Certificate in English and Certificate in Advanced English Exams. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Heaton, B. (1975). Writing English language tests. London: Longman.Google Scholar
Henning, G. (1987). A guide to language testing. Cambridge, MA: Newbury House.Google Scholar
Hughes, A. (1989). Testing for language teachers. Cambridge, England: Cambridge University Press.Google Scholar
Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge, England: Cambridge University Press.Google Scholar
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25 (3), 385–402.CrossRefGoogle Scholar
International Language Testing Association (ILTA). (2001). Code of ethics. Retrieved November 3, 2008, from http://iltaonline.com/index.php?option=com_content&task=view&id=57&Itemid=47Google Scholar
International Language Testing Association (ILTA). (2007). Guidelines for practice. Retrieved November 3, 2008, from http://iltaonline.com/index.php?option=com_content&task=view&id=122&Itemid=133Google Scholar
Kunnan, A. J. (2000). Fairness and justice for all. In Kunnan, A. J. (Ed.), Fairness and validation in language assessment. Selected papers from the 19th LTRC, Orlando, Florida (pp. 1–14). Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Kunnan, A. J. (2004). Test fairness. In Milanovic, M. & Weir, C. J. (Eds.), European language testing in a global context (pp. 27–48). Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Kunnan, A. J. (2008). Towards a model of test evaluation: Using the test fairness and test context frameworks. In Taylor, L. & Weir, C. J. (Eds.), Multilingualism and assessment: Achieving transparency, assuring quality, sustaining diversity. Proceedings of the ALTE Berlin Conference May 2005 (pp. 229–251). Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Lado, R. (1961). Language testing. London: Longman.Google Scholar
Lantolf, J., & Poehner, M. (2008). Dynamic assessment. In Shohamy, E. & Hornberger, N. (Eds.), Encyclopedia of language and education (2nd ed.): Vol. 7. Language testing and assessment (pp. 273–284). New York: Springer Science+Business Media.Google Scholar
Luoma, S. (2004). Assessing speaking. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
Madsen, H. (1983). Techniques in testing. New York and Oxford, England: Oxford University Press.Google Scholar
Malone, M. (2008). Training in language assessment. In Shohamy, E. & Hornberger, N. (Eds.), Encyclopedia of language and education (2nd ed.): Vol. 7. Language testing and assessment (pp. 225–239). New York: Springer Science+Business Media.Google Scholar
McKay, P. (2006). Assessing young language learners. Cambridge, England: Cambridge University Press.Google Scholar
McNamara, T. (1996). Measuring second language performance. London: Longman.Google Scholar
McNamara, T. (2000). Language testing. Oxford, England: Oxford University Press.Google Scholar
McNamara, T., & Roever, C. (2006). Language testing: The social dimension. Malden, MA, and Oxford, England: Blackwell.Google Scholar
Melbourne, LTC. (1997). Mark my words [Video series]. Melbourne: Melbourne Language Testing Centre.Google Scholar
Menken, K., & Shohamy, E. (Eds.) (2008). Special issue on No Child Left Behind and U.S. language education policy. Language Policy, 7 (3).Google Scholar
Messick, S. (1989). Validity. In Linn, R. L. (Ed.), Educational measurement (3rd ed.) (pp. 13–103). Washington, DC: American Council on Education and the National Council on Measurement in Education.Google Scholar
Messick, S. (1996). Validity and washback in language testing. Language Testing, 13 (4), 241–256.CrossRefGoogle Scholar
North, B. (2008). The CEFR levels and descriptor scales. In Taylor, L. & Weir, C. J. (Eds.), Multilingualism and assessment: Achieving transparency, assuring quality, sustaining diversity. Proceedings of the ALTE Berlin Conference May 2005 (pp. 21–66). Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Oller, J. W. (1979). Language tests at school: A pragmatic approach. London: Longman.Google Scholar
O'Sullivan, B. (2006). Issues in testing business English: The revision of the Cambridge Business English Certificates. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Purpura, J. (2004). Assessing grammar. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
Rea-Dickins, P. (2008). Classroom-based language assessment. In Shohamy, E. & Hornberger, N. (Eds.), Encyclopedia of language and education (2nd ed.): Vol. 7. Language testing and assessment (pp. 257–271). New York: Springer Science+Business Media.Google Scholar
Read, J. (2000). Assessing vocabulary. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
Saville, N. (2005). An interview with John Trim at 80. Language Assessment Quarterly, 2 (4), 263–288.CrossRefGoogle Scholar
Shaw, S. D., & Weir, C. J. (2007). Examining writing: Research and practice in assessing second language writing. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Shohamy, E. (2008). Introduction. In Shohamy, E. & Hornberger, N. (Eds.), Encyclopedia of language and education (2nd ed.): Vol. 7. Language testing and assessment (pp. xiii–xxii). New York: Springer Science+Business Media.Google Scholar
Spolsky, B. (1995). Measured words. Oxford, England: Oxford University Press.Google Scholar
Spolsky, B. (2008). Introduction–Language testing at 25: Maturity and responsibility? Language Testing, 25 (3), 297–305.CrossRefGoogle Scholar
Stansfield, C. W. (2008). Where we have been and where we should go. Language Testing, 25 (3), 311–326.CrossRefGoogle Scholar
Stiggins, G. (1997). Student centered classroom assessment. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Stoynoff, S., & Chapelle, C. (2005). ESOL tests and testing: A resource for teachers and program administrators. Alexandria, VA: TESOL.Google Scholar
Taylor, C., & Angelis, P. (2008). The evolution of the TOEFL. In Chapelle, C., Enright, M. K., & Jamieson, J. M. (Eds.), Building a validity argument for the Test of English as a Foreign Language. New York and London: Routledge.Google Scholar
Vallette, R. (1967). Modern language tests: A handbook. New York: Harcourt Brace and World.Google Scholar
Wall, D. (2005). The impact of high-stakes examinations on classroom teaching: A case study using insights from testing and innovation theory. Cambridge, England: UCLES/Cambridge University Press.Google Scholar
Weigle, S. C. (2002). Assessing writing. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
Weir, C. J. (1990). Communicative language testing. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Weir, C. J. (1993). Understanding and developing language tests. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Weir, C. J. (2005). Language testing and validation: An evidence-based approach. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Weir, C. J., & Milanovic, M. (2003). Continuity and innovation: Revising the Cambridge Proficiency in English Examination 1913–2002. Cambridge, England: UCLES/Cambridge University Press.Google Scholar