Language Testing in the 1990s: How Far Have We Come? [microform] : How Much Further Have We to Go? / J. Charles Alderson.
A discussion of trends and progress in language testing looks at movement in the field since 1980, based on the themes and content of national and international conferences; trends in test content, method, and analysis; and work on the nature of proficiency and of language learning. It is proposed t...
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Full Text (via ERIC) |
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| Format: | eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1991.
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| Subjects: |
MARC
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| 100 | 1 | |a Alderson, J. Charles. | |
| 245 | 1 | 0 | |a Language Testing in the 1990s: How Far Have We Come? |h [microform] : |b How Much Further Have We to Go? / |c J. Charles Alderson. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 27 p. | ||
| 500 | |a ERIC Note: In: Sarinee, Anivan, Ed. Current Developments in Language Testing. Anthology Series 25. Paper presented at the Regional Language Centre Seminar on Language Testing and Language Programme Evaluation (April 9-12, 1990); see FL 021 757. |5 ericd. | ||
| 520 | |a A discussion of trends and progress in language testing looks at movement in the field since 1980, based on the themes and content of national and international conferences; trends in test content, method, and analysis; and work on the nature of proficiency and of language learning. It is proposed that movement evidenced by conferences is largely sideways and backward; that while improvements have been made in test content, method, and analysis, there is little evidence that these improvements represent real advancements; and that research on the nature of proficiency and of language learning is still in its early stages. Four main reasons are given for the lack of progress: the relative youth of the discipline; dearth of replication, teamwork, and agenda in research; inadequacy of funding; and lack of a coherent framework or model. Areas in which attention will be important in the next decade are outlined, including: research on language learning; the washback effect of testing; validity of test content; knowledge of the structure of language proficiency; computer- based language testing and the impact of technology on testing; learner-centered testing; the role of judgment in language testing; and traditional concerns about test validity and reliability. (MSE) | ||
| 650 | 0 | 7 | |a Computer Assisted Testing. |2 ericd. |
| 650 | 0 | 7 | |a Conferences. |2 ericd. |
| 650 | 0 | 7 | |a Educational Trends. |2 ericd. |
| 650 | 0 | 7 | |a Financial Support. |2 ericd. |
| 650 | 0 | 7 | |a Futures (of Society) |2 ericd. |
| 650 | 0 | 7 | |a Intellectual Disciplines. |2 ericd. |
| 650 | 0 | 7 | |a Language Proficiency. |2 ericd. |
| 650 | 1 | 7 | |a Language Tests. |2 ericd. |
| 650 | 0 | 7 | |a Research Needs. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Learning. |2 ericd. |
| 650 | 1 | 7 | |a Second Languages. |2 ericd. |
| 650 | 1 | 7 | |a Test Reliability. |2 ericd. |
| 650 | 1 | 7 | |a Test Validity. |2 ericd. |
| 650 | 1 | 7 | |a Testing. |2 ericd. |
| 650 | 1 | 7 | |a Testing Problems. |2 ericd. |
| 650 | 0 | 7 | |a Trend Analysis. |2 ericd. |
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