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English Language Proficiency Assessments for Young Learners [Minkštas viršelis]

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English Language Proficiency Assessments for Young Learners provides both theoretical and empirical information about assessing the English language proficiency of young learners. Using large-scale standardized English language proficiency assessments developed for international or U.S. contexts as concrete examples, this volume illustrates rigorous processes of developing and validating assessments with considerations of young learners’ unique characteristics. In this volume, young learners are defined as school-age children from approximately 5 to 13 years old, learning English as a foreign language (EFL) or a second language (ESL). This volume also discusses innovative ways to assess young learners’ English language abilities based on empirical studies, with each chapter offering stimulating ideas for future research and development work to improve English language assessment practices with young learners. English Language Proficiency Assessments for Young Learners is a useful resource for students, test developers, educators, and researchers in the area of language testing and assessment.

Recenzijos

"The chapters in this volume demonstrate what the field of language assessment has known for some time: given sufficient expertise, time, and resources, we can develop assessments for specific groups of test takers that are justifiable for a range of uses, both formative and summative. Researchers, developers, and users of large-scale ELP assessments will find this volume informative for their own assessment programs." Lyle F. Bachman, Professor Emeritus, Department of Applied Linguistics, University of California, Los Angeles

Series Editors' Foreword viii
Acknowledgements x
List of Contributors
xii
List of Illustrations
xiv
Section 1 Introduction
1(22)
1 An Overview of English Language Proficiency Assessments for Young Learners
3(20)
Mikyung Kim Wolf
Yuko Goto Butler
Section 2 Theoretical Basis and Assessment Frameworks
23(74)
2 Theoretical and Developmental Issues to Consider in the Assessment of Young Learners' English Language Proficiency
25(16)
Alison L. Bailey
3 Designing the TOEFL® Primary™ Tests
41(18)
Yeonsuk Clio
Mitch Ginsburgh
Rick Morgan
Brad Moulder
Xiaoming Xi
Maurice Cogan Hauck
4 TOEFL Junior® Design Framework
59(20)
Youngsoon So
Mikyung Kim Wolf
Maurice Cogan Hauck
Pamela Mollaun
Paul Rybinski
Daniel Tumposky
Lin Wang
5 Designing Task Types for English Language Proficiency Assessments for K--English Learners in the U.S.
79(18)
Maurice Cogan Hauck
Emilie Pooler
Mikyung Kim Wolf
Alexis A. Lopez
David P. Anderson
Section 3 Empirical Studies for Validity Evidence
97(94)
6 A Field Test Study for the TOEFL® Primary™ Reading and Listening Tests
99(19)
Jiyun Zu
Bradley Moulder
Rick Morgan
7 Strategies Used by Young English Learners in an Assessment Context
118(18)
Lin Gu
Youngsoon So
8 Using the Common European Framework of Reference to Facilitate Score Interpretations for Young Learners' English Language Proficiency Assessments
136(17)
Spiros Papageorgiou
Patricia Baron
9 Making a Validity Argument for Using the TOEFL Junior® Standard Test as a Measure of Progress for Young English Language Learners
153(18)
Lin Gu
J. R. Lockwood
Donald E. Powers
10 Comparing the Performance of Young English Language Learners and Native English Speakers on Speaking Assessment Tasks
171(20)
Mikyung Kim Wolf
Alexis A. Lopez
Saerhim Oh
Fred S. Tsutagawa
Section 4 Future Assessments and Innovations for Young Learners
191(62)
11 Considering Young Learners' Characteristics in Developing a Diagnostic Assessment Intervention
193(21)
Eunice Eunhee Jang
Megan Vincett
Edith H. van der Boom
Clarissa Lau
Yehbeen Yang
12 Computerized Dynamic Assessments for Young Language Learners
214(20)
Matthew E. Poehner
Jie Zhang
Xiaofei Lu
13 Measuring 21st-century Reading Comprehension Through Scenario-Based Assessments
234(19)
Jane R. Shore
Mikyung Kim Wolf
Tenaha O'Reilly
John P. Sabatini
Section 5 Conclusion
253(22)
14 Challenges and Future Directions for Young Learners' English Language Assessments and Validity Research
255(20)
Yuko Goto Butler
Subject Index 275
Mikyung Kim Wolf is Senior Research Scientist at the Center for English Language Learning and Assessment Research at Educational Testing Service.

Yuko Goto Butler is Associate Professor in the Educational Linguistics Division and Director of Teaching English to Speakers of Other Languages (TESOL) at the University of Pennsylvania Graduate School of Education, U.S.A.