Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman

Forward: “It’s Been a Great Ride!”
Foreword: Some Reflections on Mentoring Ph.D. Students
Acknowledgements
Contents
1 Introduction
	References
Part IAssessment of Evolving Language Ability Constructs
2 A Step Toward the Assessment of English as a Lingua Franca
	Introduction
	Constructs and Historical Perspective
		English as a Lingua Franca
		What Is English as a Lingua Franca?
		Criticisms of Tests and of ELF
		The English Placement Test of Oral Communication (EPT OC)
	Critical Issues
	Conclusions, Implications, and Future Directions
	Appendix: Iowa State University Oral English Placement Test Rubric
	References
3 Revisiting the Role of Content in Language Assessment Constructs
	Introduction
	Historical Perspective: The Role of Content in Bachman’s Model of Communicative Language Use
	Critical Issues: Grappling with the Role of Content in Language Assessment Constructs
	Language for Specific Purposes Assessment
	Assessment of English Learners in U.S. K-12 Education
	Content and Language Integrated Learning
	Conclusions, Implications, and Future Directions
	References
4 What Does Language Testing Have to Offer to Multimodal Listening?
	Introduction
	Constructs
	Historical Perspectives
	Critical Issues
		Recognizing the Role of Semiotic Resources in Assessment
	The Construction of Classroom Assessments
	Conclusions, Implications, and Future Directions
	References
5 Learner Perceptions of Construct-Centered Feedback on Oral Proficiency
	Introduction
	Literature Review
		Oral Proficiency Assessment and Construct-Centered Feedback
		Construct
		Construct-Centered Feedback
	Method
		Participants
		Procedure
		Analysis
	Results
	Discussion
	Conclusions, Implications, and Future Directions
	Appendix A
		A Sample Feedback Form
	References
Part IIValidity and Validation of Language Assessments
6 A Case for an Ethics-Based Approach to Evaluate Language Assessments
	Introduction
	Constructs and Historical Perspective
		The Standards-Based Approach
		The Argument-Based Approach
	Alternative Perspective
		An Ethics-Based Approach
	Conclusions, Implications and Future Directions
	References
7 Alignment as a Fundamental Validity Issue in Standards-Based K-12 English Language Proficiency Assessments
	Introduction
	Constructs
	Historical Perspectives
	Critical Issues
		Expanding an Alignment Framework for ELP Assessments
		Identifying Language Demands for Alignment Evaluation
		Examining the Relationship Between ELP and Content-Area Assessments
		Facilitating Professional Support to Enhance Alignment
	Conclusions, Implications, and Future Directions
	References
8 Validating a Holistic Rubric for Scoring Short Answer Reading Questions
	Introduction
		Context of the Study
	Literature Review
		Constructs
		Reading Assessment Tasks
	Methods
		Participants
		Ratings
		Data Analysis
	Results
		Descriptive Statistics
		Correlations: Holistic and Analytic Scores
		Regression Analysis: Predicting Holistic Scores
	Discussion
	Conclusions, Implications, and Future Directions
	References
9 The Curse of Explanation: Model Selection in Language Testing Research
	Introduction
	Literature Review
		Challenges in Model Selection
	Bachman’s Work on Statistical Models
	Issue 1: Post-selection Inference
	Issue 2: True Model and Well-Fitting Model
	Issue 3: Substantive Model and Statistical Model
	Modeling for Explanation and Modeling for Prediction
	Conclusions, Implications, and Future Directions
	References
Part IIIUnderstanding Internal Structures of Language Assessments
10 Developing Summary Content Scoring Criteria for University L2 Writing Instruction in Japan
	Introduction
	Literature Review
		Constructs
		The Process of Text Comprehension and Summary Production
		Developing Content Assessment Criteria for L2 Summary Writing
	Methods
		Participants
		Materials
		Procedures
		Scoring Criteria Development
		Rater Training and Scoring
		Analyses
	Results
	Discussion
	Conclusions, Implications, and Future Directions
	Appendix A: Scoring Criteria for Each Specific Main Point
	Appendix B: Scoring Criteria for Each Framing Point
	Appendix C: The Integration Rating Scale
	Appendix D: The Language Rating Scale
	References
11 Consistency of Computer-Automated Scoring Keys Across Authors and Authoring Teams
	Introduction
	Literature Review
		Grounding of the Present Study in Bachman’s Work
		Constructs Assessed in the Present Study
		Web-Based Testing
		Research on Computer-Automated Scoring
		Generalizability Theory
		The Present Study
	Methods
		Instrument
		Participants
		Automated Scoring of Responses
		Key Authoring
		Analyses
	Results
		Descriptive Statistics
		Generalizability Theory Results
		Issues in the Scoring Keys
	Discussion
		Research Question 1
		Research Question 2
		Research Question 3
		Limitations of the Study
	Conclusions, Implications, and Future Directions
	References
12 Distinguishing Language Ability from the Context in an EFL Speaking Test
	Introduction
	Literature Review
		The Nature of the “Fundamental Dilemma”
		Research Question
	Methods
		Materials
		Design
		Data and Analysis
	Results
		Model Comparison
		Cross-Validation
	Discussion
		Distinction Between Language Ability and Context
		Language Ability
		Performance on Tasks
	Conclusions, Implications, and Future Directions
	Appendix A: The Brief Rubrics for TEM4-Oral (Translated from Chinese)
	References
13 The Effects of Proficiency Differences in Pairs on Korean Learners’ Speaking Performance
	Introduction
	Literature Review
		Heritage Versus Non-heritage Language Learners
		Paired Speaking Tests
		Research Questions
	Methods
		Participants
		Instruments
		Procedures
		Data Analysis
	Results
		Descriptive Statistics
		Variance Components
		Multivariate G-theory
	Discussion
		Limitations
	Conclusions, Implications, and Future Directions
	Appendix A: Analytic Oral Rating Rubrics
	References
14 Conclusion
	Summaries and Directions for Future Research
	A Few Final Thoughts
	References
Index