Download Language Testing and Validation: An Evidence-Based Approach by Cyril J. Weir (auth.) PDF

By Cyril J. Weir (auth.)

Tests for the dimension of language skills has to be developed in line with a coherent validity framework in keeping with the most recent advancements in idea and perform. This leading edge e-book, via a global authority on language checking out, bargains with all key facets of language try out layout and implementation. It offers a street map to powerful trying out in response to the most recent techniques to check validation. A e-book for all MA scholars in utilized Linguistics or TESOL, and for pro language teachers

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By Cyril J. Weir (auth.)

Tests for the dimension of language skills has to be developed in line with a coherent validity framework in keeping with the most recent advancements in idea and perform. This leading edge e-book, via a global authority on language checking out, bargains with all key facets of language try out layout and implementation. It offers a street map to powerful trying out in response to the most recent techniques to check validation. A e-book for all MA scholars in utilized Linguistics or TESOL, and for pro language teachers

Show description

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Extra info for Language Testing and Validation: An Evidence-Based Approach

Example text

1995) and Weir (1983a) point to the low estimates that correlations with teacher and student assessments are likely to yield. Criterion-related validity is also relevant for the Association of Language Testing in Europe (ALTE) foreign language (FL) examinations, but in this case the development of the five-level system, benchmarked to specific performance criteria at each level, provides the external criterion. It is this ‘level’ system, which provides the interpretative frame of reference for all the exams in the suite.

1988: 134) Marker reliability As well as error variance arising from content sampling or change in conditions over time, there is a third type of error variance arising from the individual scorers involved in the process. If a colleague and I are marking the same writing scripts. I would want to know to what extent we are: • • • • in overall agreement; ranking a group of students in the same order; rating individuals at the same level of severity; consistent in our own judgements during the whole marking process.

It has also been variously associated with effects on teachers, learners (Buck, 1988; Messick, 1994; Shohamy, 2001), parents (Pearson, 1988), administrators, textbook writers (Hughes, 2003), instruction (Bachman, 1990; Chapelle and Douglas, 1993; Weigle, 2002), the classroom (Buck, 1988), classroom practice (Berry, 1994), educational practices and beliefs (Cohen, 1994) and curricula (Cheng, 1997; Weigle, 2002), although for Hughes (2003) and Bailey (1999), the ultimate effects on learning outcomes are of primary concern.

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