Contemporary Second Language Assessment Volume 4:

Cover page
Halftitle page
Series page
Title page
Copyright page
CONTENTS
Introduction Jayanti Banerjee and Dina Tsagari
	Preamble
	Recent Activity in Language Testing and Assessment
	Contemporary Issues in Language Assessment
	References
PART ONE Key Theoretical Considerations
	1 Modelling Communicative Language Ability: Skills and Contexts of Language Use
		Modelling Communicative Language Ability: Skills and Contexts of Language Use
		Design of Study
		Results
		Discussion
		Conclusion
		References
	2 Presenting Validity Evidence: The Case of the GESE
		Introduction
		Current Thinking on Validity
		Evidencing Validity
		A Case Study
		Methodology
		Findings
		Limitations of the Study
		Follow-up Studies
		Benefits of Using a Validation Framework
		Conclusion
		References
		APPENDICES
		Appendix 2. Summary of Panelists’ Comments on the GESE According to the Validation Model
	3 A New National Exam: A Case of Washback
		Introduction
		Study
		Results
		Summary and Discussion
		Conclusion
		References
		Appendix 1: Questionnaire
	4 Linking to the CEFR: Validation Using a Priori and a Posteriori Evidence
		Research Background
		A Priori Validation
		A Posteriori Validation
		Discussion: Advantages and New Developments
		Conclusion
		References
PART TWO Assessment of Specific Language Aspects
	5 Authentic Texts in the Assessment of L2 Listening Ability
		Overview of Authenticity in L2 Listening Assessment
		How Scripted Spoken Texts and Unscripted Spoken Texts Differ
		The Types of Spoken Texts Used in L2 Listening Assessment
		How the Type of Spoken Text Might Affect Test-Taker Performance
		The Study
		Construct Implications of Using Scripted and Unscripted Spoken Texts
		Possible Washback Effect on Learners
		Suggestions for Integrating Unscripted Spoken Texts into L2 Listening Tests
		Areas for Future Research
		Conclusion
		References
	6 The Role of Background Factors in the Diagnosis of SFL Reading Ability
		Diagnosing SFL Reading
		The DIALUKI Project
		Review of Previous Research into Learners’ Backgrounds
		Description of the Background Questionnaires
		Findings
		Discussion
		Conclusion
		References
		Appendix 1
		Appendix 2
	7 Understanding Oral Profi ciency Task Difficulty: An Activity Theory Perspective
		Introduction
		Defining Task
		Task Diffi culty in Second Language Acquisition and Language Testing
		Activity Theory
		The Study
		Results
		Discussion
		Conclusion
		References
		Appendix 1
	8 Principled Rubric Adoption and Adaptation: One Multi-method Case Study
		Introduction
		Literature Review
		Research Context
		Methodology
		Results
		Discussion
		Conclusion
		Notes
		References
		Appendix A. Category Measures, Fit Statistics, Separation Values for the Baseline Study
		Appendix B. Levels Contrasts for the Original and Revised Rubrics
	9 The Social Dimension of Language Assessment: Assessing Pragmatics
		Testing of Second Language Pragmatics
		Construct of Second Language Pragmatics
		Tests of Second Language Pragmatics
		Sample Test Project
		Conclusion
		References
PART THREE Issues in Second Language Assessment
10 Applications of Corpus Linguistics in Language Assessment
	Introduction
	Focal Study
	Discussion
	Conclusion
	References
11 Setting Language Standards for International Medical Graduates
	Introduction
	Overview of Standard Setting Procedures
	Research Design
	Materials Used in the Study
	Stakeholder Focus Groups (SFGs)
	Results and Discussion of Findings from Initial Panels
	Final Panel Deliberations and Recommendations
	Discussion of Problems Encountered in the Standard-setting Procedures
	General Medical Council’s Response to Recommendations
	Conclusion: The Way Forward
	References
12 Fairness and Bias in Language Assessment
	Fairness in Testing
	Differential Item Functioning
	DIF Research in Language Assessment Literature
	Some Problems with DIF Analysis
	Profile Analysis
	Applying Profile Analysis
	Conclusion
	Note
	References
13 ACCESS for ELLs: Access to the Curriculum
	Introduction
	A Federal Mandate to Adequately Support ELLs
	What Is Academic Language?
	How Is Academic Language Represented in the WIDA ELD Standards?
	How Is Academic Language Operationalized in the WIDA Assessment System?
	What Research Supports the Use of ACCESS for ELLs?
	Continual Refi nement: Research and Development for an Online Speaking Test
	Conclusion
	Notes
	References
14 Using Technology in Language Assessment
	Using Technology in Language Assessment
	Automated Scoring
	Automated Measurements of Text Characteristics
	Automated Scoring in AutoTutor CSAL
	AutoTutor and Learning-oriented Assessment
	Conclusion
	Author Note
	References
15 Future Prospects and Challenges in Language Assessments
	Introduction
	Purposes and Contexts
	Constructs and Criteria
	Formats and Methods
	Advances in Quantitative Methods of Analysis
	Agency in Assessment
	Uses and Consequences
	Concluding Remarks
	References
INDEX